US Laws, Codes, Statutes & Cases

Chapter 329 — Oregon Educational Act for the 21st Century; Educational Improvement and Reform

 

2005 EDITION

 

 

ACT FOR 21st CENTURY; REFORM

 

EDUCATION AND CULTURE

 

OREGON EDUCATIONAL ACT FOR THE 21st CENTURY

 

(Generally)

 

329.005     Oregon Educational Act for the 21st Century; duties of department; evaluation by legislature

 

329.007     Definitions

 

329.015     Educational goals

 

329.025     Characteristics of school system

 

329.035     Findings; objectives

 

329.045     Revision of Common Curriculum Goals including Essential Learning Skills and academic content standards; instruction in academic content areas

 

329.065     Adequate funding required

 

329.075     Statewide implementation; rules; duties of department; pilot programs; assessments defined

 

Note          Implementation of extended school year--1995 c.660 §7

 

329.077     Waiver or extension of timelines; requirements; process; rules

 

(Assessing Effectiveness)

 

329.085     Assessment required; report to school district; standards

 

329.095     School district self-evaluations; local district improvement plans; department’s technical assistance

 

329.105     School district and school performance reports; criteria for grading schools; included data

 

329.115     Oregon Report Card

 

(Parental and Community Participation)

 

329.125     Policy on parental and community participation

 

(Services for Children and Families)

 

329.145     Definitions for ORS 329.150 and 329.155

 

329.150     Services for children and families at school site; policy

 

329.153     Policy on prevention and cost-effective programs and strategies

 

329.155     Standards for education programs and programs providing services for children and families; interagency coordination

 

(Community Learning Centers)

 

329.156     Creation; requirements; technical assistance

 

329.157     Identification and coordination of existing resources

 

329.159     Evaluation; reporting

 

(Early Childhood Education)

 

329.160     Policy on early childhood and parenting education; funding goals

 

329.165     Development of long-range plan for serving children and families

 

329.170     Definitions for ORS 329.170 to 329.200

 

329.175     Department to administer prekindergarten program; grants; eligibility; coordination with other programs

 

329.183     Prekindergarten Program Trust Fund

 

329.185     Expansion of Oregon prekindergarten program

 

329.190     Advisory committee

 

329.195     Rules; grant applications

 

329.200     Report on program by state superintendent; department to assess program effectiveness

 

(Early Childhood Improvement Program)

 

329.215     Definitions for ORS 329.215 to 329.235

 

329.225     Operating guides for programs; approval of programs; program requirements

 

329.228     Early Childhood Education Trust Fund

 

329.235     Provision of early childhood education

 

329.237     Administration; program design; components

 

329.245     Rules; applications

 

(Child Development and Student-Parent Programs)

 

329.255     Child development specialists; services provided

 

329.265     State reimbursement for costs

 

329.275     State board guidelines; qualifications for child development specialists

 

329.385     Child development programs; student-parent programs; grants

 

329.395     Definitions for ORS 329.395 to 329.425

 

329.405     Study of existing program

 

329.415     Operating guides and grant procedures for ORS 329.395 to 329.425

 

329.425     Grants under ORS 329.395 to 329.425

 

(Diplomas; Certificates of Mastery)

 

329.445     Recognition of needs of middle educational levels

 

329.447     Diploma; certificates; career endorsements; subject area endorsements

 

329.451     Requirements for diploma

 

329.465     Certificate of Initial Mastery; subject area endorsements

 

329.467     Submission of Certificate of Initial Mastery materials

 

329.475     Certificate of Advanced Mastery with career endorsements

 

Note          Certificate of Advanced Mastery implementation by school districts; incentive programs--1995 c.660 §27

 

329.485     Statewide assessment system; types of assessments; subjects; additional services or alternative educational options

 

329.489     American Sign Language; proficiency; curricula development; teachers

 

329.492     Oregon Studies; academic content standards

 

OREGON 21st CENTURY SCHOOLS PROGRAM

 

329.537     Funding for Oregon 21st Century Schools Program and School Improvement and Professional Development program

 

329.545     Policy for program

 

329.555     Oregon 21st Century Schools Program established; purposes

 

329.565     District eligibility for program

 

329.570     Application; district planning committee; eligibility

 

329.575     Application content

 

329.585     District proposals

 

329.595     Rules on applications; review of applications; recommendations to state board

 

329.600     District annual report; proposed plan amendment

 

329.605     Department oversight function

 

SCHOOL IMPROVEMENT AND PROFESSIONAL DEVELOPMENT PROGRAM

 

(Generally)

 

329.675     Definitions for ORS 329.675 to 329.745 and 329.790 to 329.820

 

329.685     Policy on school goals

 

(School Improvement and Professional Development)

 

329.690     School Improvement and Professional Development program established

 

329.695     Grant applications; evaluation; duration of grant; representation in selection

 

329.700     Oregon 21st Century Schools Advisory Committee; membership; application deadlines for grants; amount; distribution

 

329.704     Local 21st Century Schools Councils; duties; composition; selection; district site committees

 

329.709     Rules for grant applications

 

329.715     Application content

 

329.735     Evaluation of district programs

 

329.745     Dedication of available funds for professional development centers

 

(Teacher Corps)

 

329.757     Oregon Teacher Corps

 

329.765     Administration of corps

 

329.775     Loans; amounts; interest; repayment; waiver of repayment

 

329.780     Oregon Teacher Corps Account; use

 

(Beginning Teacher and Administrator Program)

 

329.790     Findings on teacher and administrator programs

 

329.795     Beginning teacher and administrator program established; district participation; use of grants

 

329.800     Application; content

 

329.805     Grants-in-aid; amount; distribution; rules

 

329.810     Workshops for mentors and beginning teachers and administrators

 

329.815     Mentor teachers and administrators; selection; stipend

 

329.820     Evaluation of programs

 

(Successful Schools Program)

 

329.825     Policy on successful and innovative schools

 

329.830     Establishment; application; incentive rewards

 

(Early Success Reading Initiative)

 

329.832     Legislative findings

 

329.834     Creation; components; reading sites

 

329.837     Report

 

OREGON VIRTUAL SCHOOL DISTRICT

 

329.840     Creation; purpose; online course standards; rules

 

329.842     Oregon Virtual School District Fund

 

MISCELLANEOUS

 

329.850     Duties of Education and Workforce Policy Advisor under chapter

 

329.855     Education and training programs for endorsements and degrees; career related studies

 

329.860     Alternative learning options; Learning Centers; scope of services; outreach

 

329.875     District eligibility to receive funds under chapter

 

329.885     School-to-work transitions and work experience programs; funding; eligibility for grants

 

LITERACY, EDUCATION AND PROFESSIONAL TECHNICAL JOB TRAINING

 

329.905     Economic development policy to support literacy, education and professional technical job training; goals

 

329.915     Objectives of ORS 329.905 to 329.975

 

329.920     Duties of Education and Workforce Policy Advisor and regional committees

 

329.925     Workplace training for key industries

 

329.930     Business, industry and education partnerships; Industrial Extension Service; Oregon Advanced Technology Center

 

329.950     Statewide literacy hotline

 

329.975     Matching literacy hotline grant funds; application

 

OREGON EDUCATIONAL ACT FOR THE 21st CENTURY

 

(Generally)

 

      329.005 Oregon Educational Act for the 21st Century; duties of department; evaluation by legislature. (1) This chapter shall be known as the Oregon Educational Act for the 21st Century.

      (2) The Department of Education shall be the coordinating agency for furthering implementation of this chapter. This chapter shall be subject to review by the Legislative Assembly.

      (3) The appropriate legislative interim committee shall:

      (a) Develop the form and content expected of the ongoing review described in this section;

      (b) Notify the appropriate agencies of expectations; and

      (c) Receive and evaluate regular reports from the Department of Education and other public agencies.

      (4) This review outline may be changed as needed in succeeding years. [Subsections (3) and (4) enacted as 1991 c.693 §1a; 1993 c.45 §22; subsections (1) and (2) formerly 326.705; 2003 c.303 §1]

 

      329.007 Definitions. As used in this chapter, unless the context requires otherwise:

      (1) “Academic content standards” or “academic standards” means expectations of student knowledge and skills adopted by the State Board of Education under ORS 329.045.

      (2) “Administrator” includes all persons whose duties require an administrative license.

      (3) “Board” or “state board” means the State Board of Education.

      (4) “Community learning center” means a school-based or school-linked program providing informal meeting places and coordination for community activities, adult education, child care, information and referral and other services as described in ORS 329.157. “Community learning center” includes, but is not limited to, a community school program as defined in ORS 336.505, family resource centers as described in ORS 417.725, full service schools, lighted schools and 21st century community learning centers.

      (5) “Department” means the Department of Education.

      (6) “District planning committee” means a committee composed of teachers, administrators, school board members and public members established for the purposes of ORS 329.537 to 329.605.

      (7) “English” includes, but is not limited to, reading and writing.

      (8) “History, geography, economics and civics” includes, but is not limited to, Oregon Studies.

      (9) “Oregon Studies” means history, geography, economics and civics specific to the State of Oregon. Oregon Studies instruction in Oregon government shall include municipal, county, tribal and state government, as well as the electoral and legislative processes.

      (10) “Parents” means parents or guardians of students who are covered by this chapter.

      (11) “Public charter school” has the meaning given that term in ORS 338.005.

      (12) “School district” means a school district as defined in ORS 332.002, an education service district, a state-operated school or any legally constituted combination of such entities.

      (13) “School Improvement and Professional Development program” means a formal plan submitted by a school district and approved by the Department of Education according to criteria specified in ORS 329.675 to 329.745 and 329.790 to 329.820.

      (14) “Second languages” means any foreign language or American Sign Language.

      (15) “Teacher” means any licensed employee of a school district who has direct responsibility for instruction, coordination of educational programs or supervision of students and who is compensated for such services from public funds. “Teacher” does not include a school nurse, as defined in ORS 342.455, or a person whose duties require an administrative license.

      (16) “The arts” includes, but is not limited to, literary arts, performing arts and visual arts.

      (17) “21st Century Schools Council” means a council established pursuant to ORS 329.704.

      (18) “Work-related learning experiences” means opportunities in which all students may participate in high quality programs that provide industry related and subject matter related learning experiences that prepare students for further education, future employment and lifelong learning. [1995 c.660 §2; 1999 c.1023 §4; 1999 c.1029 §1; 2001 c.759 §1; 2003 c.303 §2]

 

      Note: 329.007 was added to and made a part of ORS chapter 329 by legislative action but was not added to any smaller series therein. See Preface to Oregon Revised Statutes for further explanation.

 

      329.010 [Repealed by 1957 c.678 §1]

 

      329.015 Educational goals. (1) The Legislative Assembly believes that education is a major civilizing influence on the development of a humane, responsible and informed citizenry, able to adjust to and grow in a rapidly changing world. Students must be encouraged to learn of their heritage and their place in the global society. The Legislative Assembly concludes that these goals are not inconsistent with the goals to be implemented under this chapter.

      (2) The Legislative Assembly believes that the goals of kindergarten through grade 12 education are:

      (a) To demand academic excellence through a rigorous academic program that equips students with the information and skills necessary to pursue the future of their choice;

      (b) To provide an environment that motivates students to pursue serious scholarship and to have experience in applying knowledge and skills and demonstrating achievement; and

      (c) To provide students with lifelong academic skills that will prepare them for the ever-changing world. [Formerly 326.710; 1995 c.660 §3]

 

      329.020 [Repealed by 1957 c.678 §1]

 

      329.025 Characteristics of school system. It is the intent of the Legislative Assembly to maintain a system of public elementary and secondary schools that allows students, parents, teachers, administrators, school district boards and the State Board of Education to be accountable for the development and improvement of the public school system. The public school system shall have the following characteristics:

      (1) Provides equal and open access and educational opportunities for all students in the state regardless of their linguistic background, culture, race, gender, capability or geographic location;

      (2) Assumes that all students can learn and establishes high, specific skill and knowledge expectations and recognizes individual differences at all instructional levels;

      (3) Provides special education, compensatory education, linguistically and culturally appropriate education and other specialized programs to all students who need those services;

      (4) Provides students with a solid foundation in the skills of reading, writing, problem solving and communication;

      (5) Provides opportunities for students to learn, think, reason, retrieve information, use technology and work effectively alone and in groups;

      (6) Provides for rigorous academic content standards and instruction in mathematics, science, English, history, geography, economics, civics, physical education, health, the arts and second languages;

      (7) Provides students an educational background to the end that they will function successfully in a constitutional republic, a participatory democracy and a multicultural nation and world;

      (8) Provides students with the knowledge and skills that will provide the opportunities to succeed in the world of work, as members of families and as citizens;

      (9) Provides students with the knowledge, skills and positive attitude that lead to an active, healthy lifestyle;

      (10) Provides students with the knowledge and skills to take responsibility for their decisions and choices;

      (11) Provides opportunities for students to learn through a variety of teaching strategies;

      (12) Emphasizes involvement of parents and the community in the total education of students;

      (13) Transports children safely to and from school;

      (14) Ensures that the funds allocated to schools reflect the uncontrollable differences in costs facing each district;

      (15) Ensures that local schools have adequate control of how funds are spent to best meet the needs of students in their communities; and

      (16) Provides for a safe, educational environment. [Formerly 326.715; 1995 c.660 §4; 1999 c.1029 §2; 2003 c.303 §3]

 

      329.030 [Repealed by 1957 c.678 §1]

 

      329.035 Findings; objectives. The Legislative Assembly declares that:

      (1) The State of Oregon believes that all students can learn and should be held to rigorous academic content standards and expected to succeed.

      (2) Access to a quality education must be provided for all of Oregon’s youth regardless of linguistic background, culture, race, gender, capability or geographic location.

      (3) A restructured educational system is necessary to achieve the state’s goals of the best educated citizens in the nation and the world.

      (4) The specific objectives of this chapter and ORS 329.905 to 329.975 are:

      (a) To achieve the highest standards of academic content and performance;

      (b) In addition to a diploma, to establish the Certificates of Initial Mastery and Advanced Mastery as evidence of new high academic standards of performance for all students;

      (c) To establish alternative learning environments and services for students who experience difficulties in achieving state or local academic standards;

      (d) To establish early childhood programs and academic professional technical programs as part of a comprehensive educational system; and

      (e) To establish partnerships among business, labor and the educational community in the development of standards for academic professional technical endorsements and provide work-related learning experiences necessary to achieve those standards. [Formerly 326.720; 1995 c.660 §5; 2003 c.303 §4]

 

      329.040 [Repealed by 1963 c.544 §52]

 

      329.045 Revision of Common Curriculum Goals including Essential Learning Skills and academic content standards; instruction in academic content areas. (1) In order to achieve the goals contained in ORS 329.025 and 329.035, the State Board of Education shall regularly and periodically review and revise its Common Curriculum Goals. This includes Essential Learning Skills and rigorous academic content standards in mathematics, science, English, history, geography, economics, civics, physical education, health, the arts and second languages. School districts and public charter schools shall maintain control over course content, format, materials and teaching methods. The rigorous academic content standards shall reflect the knowledge and skills necessary for achieving the Certificate of Initial Mastery, the Certificate of Initial Mastery subject area endorsements, the Certificate of Advanced Mastery and diplomas pursuant to ORS 329.025 and as described in ORS 329.447. The regular review shall involve teachers and other educators, parents of students and other citizens and shall provide ample opportunity for public comment.

      (2) The State Board of Education shall continually review all adopted academic content standards and shall raise the standards for mathematics, science, English, history, geography, economics, civics, physical education, health, the arts and second languages to the highest levels possible.

      (3) School districts and public charter schools shall offer students instruction in mathematics, science, English, history, geography, economics, civics, physical education, health, the arts and second languages that meets the academic content standards adopted by the State Board of Education and meets the requirements adopted by the State Board of Education and the board of the school district or public charter school. [Formerly 326.725; 1995 c.660 §6; 1999 c.200 §29; 1999 c.1029 §3; 2003 c.303 §5]

 

      329.050 [Repealed by 1963 c.544 §52]

 

      329.055 [Formerly 326.735; repealed by 1995 c.660 §50]

 

      329.060 [Repealed by 1963 c.544 §52]

 

      329.065 Adequate funding required. Nothing in this chapter is intended to be mandated without adequate funding support. Therefore, those features of this chapter which require significant additional funds shall not be implemented statewide until funding is available. [Formerly 326.740]

 

      329.070 [Repealed by 1963 c.544 §52]

 

      329.075 Statewide implementation; rules; duties of department; pilot programs; assessments defined. (1) The State Board of Education shall adopt rules, in accordance with ORS 183.750 and ORS chapter 183, as necessary for the statewide implementation of this chapter. The rules shall be prepared in consultation with appropriate representatives from the educational and business and labor communities.

      (2) The Department of Education shall be responsible for coordinating research, planning and public discussion so that activities necessary to the implementation of this chapter can be achieved. Actions by the department to fulfill this responsibility and to increase student achievement may include, but are not limited to:

      (a) Updating Common Curriculum Goals to meet rigorous academic content standards;

      (b) Developing criterion-referenced assessments including performance-based, content-based and other assessment mechanisms to test knowledge and skills;

      (c) Establishing criteria for Certificates of Initial Mastery and Advanced Mastery;

      (d) Establishing criteria for early childhood improvement programs;

      (e) Amending the application process for school improvement grants;

      (f) Researching and developing public school choice plans;

      (g) Working with the Education and Workforce Policy Advisor and the Department of Community Colleges and Workforce Development to develop no fewer than six broad career endorsement areas of study; and

      (h) Establishing criteria for learning options that may include alternative learning centers.

      (3) The State Board of Education shall create, by rule, a process for school districts to initiate and propose pilot programs. The rules shall include a process for waivers of rules and regulations and a process for approval of the proposed pilot programs.

      (4) The Department of Education shall make school districts and the public aware of public school choice options available within our current public education framework.

      (5) The Department of Education shall:

      (a) Evaluate pilot programs developed pursuant to ORS 329.690 using external evaluators to provide data that specify the educational effectiveness, implementation requirements and costs of the programs and to describe what training, funding and related factors are required to replicate pilot programs that are shown to be effective;

      (b) Present to the State Board of Education and the appropriate legislative committee an annual evaluation of all pilot programs; and

      (c) Include funding for the implementation and evaluation of pilot programs in the Department of Education budget.

      (6) As used in this section:

      (a) “Criterion-referenced assessment” means testing of the knowledge or ability of a student with respect to some standard.

      (b) “Content-based assessment” means testing of the understanding of a student of a predetermined body of knowledge.

      (c) “Performance-based assessment” means testing of the ability of a student to use knowledge and skills to create a complex or multifaceted product or complete a complex task. [Formerly 326.745; 1995 c.660 §8; 1997 c.652 §21; 1999 c.871 §1; 2003 c.303 §6]

 

      Note: Section 7, chapter 660, Oregon Laws 1995, provides:

      Sec. 7. Implementation of extended school year. Prior to implementation of an extended school year, the Department of Education shall study the fiscal, academic, societal and emotional impact of extended school year models being used in Oregon, the United States and other countries. The department shall report the findings of the study to the Legislative Assembly. [1995 c.660 §7]

 

      329.077 Waiver or extension of timelines; requirements; process; rules. (1) A school district may submit a request to the State Board of Education for a waiver or an extension of any timeline or timelines for program implementation in this chapter or chapter 693, Oregon Laws 1991. The request shall state the reasons the district needs the waiver or cannot meet the statutory timeline or timelines. The request must also include a written plan detailing the steps the district will take to achieve full implementation of the program or programs for which the waiver or extension is requested. The written plan shall be for a period of one to five years and shall include a method to measure the progress toward implementation of the program or programs for which a waiver or an extension is sought. The waiver or extension shall not exceed five school years.

      (2) Upon receipt of a request for a waiver or an extension, the board shall grant the waiver or extension if it determines that the district has good cause to request a delay in the implementation of the program or programs and determines that the written plan is likely to achieve program implementation within the time requested for the waiver or extension.

      (3) The board shall establish by rule the process for applying for and obtaining a waiver or an extension of a timeline, including the criteria for the approval of a written plan of implementation and the grounds constituting good cause for granting the delay in implementation of the program. [1995 c.660 §30; 2001 c.448 §1]

 

      Note: 329.077 was added to and made a part of ORS chapter 329 by legislative action but was not added to any smaller series therein. See Preface to Oregon Revised Statutes for further explanation.

 

      329.080 [Repealed by 1963 c.544 §52]

 

(Assessing Effectiveness)

 

      329.085 Assessment required; report to school district; standards. (1) To facilitate the attainment and successful implementation of educational standards under ORS 326.051 (1)(a), 329.025 and 329.035, the State Board of Education or its designee shall assess the effectiveness of each public school district. The findings of the assessment shall be reported to the school district within six months.

      (2) The board shall establish the standards, including standards of accessibility to educational opportunities, upon which the assessment is based.

      (3) On a periodic basis, the board shall review existing standards and, after public hearings and consultation with local school officials, shall adopt by rule a revised set of standards. [Formerly 326.755; 1995 c.660 §10a; 1997 c.17 §1]

 

      329.090 [Repealed by 1963 c.544 §52]

 

      329.095 School district self-evaluations; local district improvement plans; department’s technical assistance. (1) The State Board of Education shall require school districts and schools to conduct self-evaluations and update their local district improvement plans on a biennial basis. The self-evaluation process shall involve the public in the setting of local goals. The school districts shall ensure that representatives from the demographic groups of their school population are invited to participate in the development of local district improvement plans to achieve the goals.

      (2) As part of setting local goals, school districts are encouraged to undertake a communications process that involves parents, students, teachers, school employees and community representatives to explain and discuss the local goals and their relationship to programs under this chapter.

      (3) At the request of the school district, Department of Education staff shall provide ongoing technical assistance in the development and implementation of the local district improvement plan.

      (4) The local district improvement plan shall include district efforts to achieve local efficiencies and efforts to make better use of resources. Efficiencies may include, but are not limited to, use of magnet schools, energy programs, public and private partnerships, staffing and other economies.

      (5) All school districts shall, as part of their local district improvement plan, develop programs and policies to achieve a safe, educational environment.

      (6) Local district improvement plans shall include the district’s and school’s short-term and long-term plans for staff development.

      (7) Local district and school goals and district and school improvement plans shall be made available to the public.

      (8) The self-evaluations shall include a review of demographics, student performance, student access to and utilization of educational opportunities and staff characteristics. However, failure to complete the self-evaluation process shall not constitute grounds for withholding of state moneys. [Formerly 326.760; 1995 c.660 §11]

 

      329.100 [Repealed by 1963 c.544 §52]

 

      329.105 School district and school performance reports; criteria for grading schools; included data. (1) The Superintendent of Public Instruction shall collect data and produce annual school district and school performance reports containing information on student performance, student behavior and school characteristics. The purpose of the performance reports is to provide information to parents and to improve schools through greater parental involvement.

      (2)(a) In consultation with representatives of parents, teachers, school district boards and school administrators, the State Board of Education shall adopt, by rule, criteria for grading schools. Such criteria shall take into account student performance, improvement in student performance and the participation rate of students on the statewide assessments. The Superintendent of Public Instruction, based on the criteria adopted by the State Board of Education, shall assign a grade to each school for student performance, student behavior and school characteristics and also shall assign an overall grade to the school. The grades shall include classifications for exceptional performance, strong performance, satisfactory performance, low performance and unacceptable performance.

      (b) The grades received by a school shall be included in the school district and school performance reports.

      (c) If a school is within the low performance or unacceptable performance classification in any category, the school shall file a school improvement plan with the Superintendent of Public Instruction and with the school district board and the 21st Century Schools Council for the school.

      (3) The Superintendent of Public Instruction shall include in the school performance reports data for the following areas, for each school, that are available to the Department of Education from the most recent school year:

      (a) Enrollment in English as a second language courses under ORS 336.079;

      (b) Attendance rates;

      (c) School safety, such as expulsions involving weapons in the school;

      (d) Students who met or exceeded standards leading to the Certificate of Initial Mastery;

      (e) Dropout rates and the number of students who dropped out of school;

      (f) Parent and community involvement such as volunteer hours;

      (g) Classes taught by a teacher outside the teacher’s area of certification; and

      (h) School staff, identified by category.

      (4) The Superintendent of Public Instruction shall include in the school district performance reports data for the following areas, for each school district, that are available to the Department of Education from the most recent school year:

      (a) Resident students who attend a public school in another school district;

      (b) Facilities used for distance learning;

      (c) Election results of any bond levy proposed to the electors of the district;

      (d) Expenditures;

      (e) Level of support from the education service district;

      (f) Administrators not assigned to a specific school;

      (g) School district staff, identified by category; and

      (h) Students who are eligible for special education.

      (5) The Superintendent of Public Instruction shall notify the public and the media by January 30 of each year that school district and school performance reports are available at schools and school districts and at the Department of Education website and offices. The superintendent shall also include notice that copies of school and district improvement plans can be obtained from school and school district offices. Each school district shall send a copy of the school district and applicable school performance reports to each parent of a child enrolled in a public school in the school district. [Formerly 326.765; 1995 c.660 §12; 1999 c.938 §1; 2001 c.959 §2]

 

      329.110 [Repealed by 1963 c.544 §52]

 

      329.115 Oregon Report Card. (1) Prior to September 30 of each year, the Superintendent of Public Instruction shall issue an Oregon Report Card on the state of the public schools and progress toward achieving the goals contained in ORS 329.025 and 329.035.

      (2) The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon’s progress toward achieving the goals stated in this chapter. The report on the state of the public schools shall be designed to:

      (a) Allow educators and local citizens to determine and share successful and unsuccessful school programs;

      (b) Allow educators to sustain support for reforms demonstrated to be successful;

      (c) Recognize schools for their progress and achievements; and

      (d) Facilitate the use of educational resources and innovations in the most effective manner.

      (3) The report shall contain, but need not be limited to:

      (a) Demographic information on public school children in this state.

      (b) Information pertaining to student achievement, including statewide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Oregon Progress Board, with arrangements by minority groupings where applicable.

      (c) Information pertaining to special program offerings.

      (d) Information pertaining to the characteristics of the school and school staff, including assignment of teachers, experience of staff and the proportion of minorities and women represented on the teaching and administrative staff.

      (e) Budget information, including source and disposition of school district operating funds and salary data.

      (f) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by school districts in this state that show improved student learning.

      (g) Such other information as the superintendent obtains under ORS 329.105.

      (4) In the second and subsequent years that the report is issued, the report shall include a comparison between the current and previous data and an analysis of trends in public education. [Formerly 326.770; 1995 c.660 §13]

 

      329.120 [Repealed by 1963 c.544 §52]

 

(Parental and Community Participation)

 

      329.125 Policy on parental and community participation. The Legislative Assembly recognizes that students in public elementary and secondary schools can best reach the levels of performance expected under the provisions of this chapter with parental and community participation in the education process. It is, therefore, recommended but not required that:

      (1) School districts provide opportunities for parents or guardians to be involved in establishing and implementing educational goals and to participate in decision-making at the school site;

      (2) Employers recognize the need for parents or guardians and members of the community to participate in the education process not only for their own children but for the educational system;

      (3) Employers be encouraged to extend appropriate leave to parents or guardians to allow greater participation in that process during school hours;

      (4) School districts enter into partnerships with business, labor and other groups to provide workplace-based professional development opportunities for their educational staff; and

      (5) School districts enter into partnerships with recreation groups, faith-based organizations, social service and health care agencies, businesses, child care providers and other groups that support children and families to create community learning centers for students, parents and members of the surrounding community. [Formerly 326.775; 1995 c.660 §14; 2001 c.759 §2]

 

      329.130 [Repealed by 1963 c.544 §52]

 

(Services for Children and Families)

 

      329.145 Definitions for ORS 329.150 and 329.155. As used in ORS 329.150 and 329.155:

      (1) “Families” means a group of individuals related by blood, marriage or adoption, or individuals whose functional relationships are similar to those found in such associations. The family’s purpose is the security, support, nurturance, love, transmission of values and facilitation of each member’s growth and development, and is the primary social unit affecting a child’s well-being.

      (2) “Services” means education and all other programs and services addressing one or more of a child’s six basic needs as follows: stimulus, nutrition, health, safety, nurturance and shelter.

      (3) “Young children” means children zero through eight years of age. [Formerly 326.785]

 

      329.150 Services for children and families at school site; policy. A school district may provide services for children and families at the school site, which may include a community learning center. If the district chooses to provide services, the design of educational and other services to children and their families shall be the responsibility of the school district. School districts may coordinate services with programs provided through the local commissions on children and families to provide services to families. To ensure that all educational and other services for young children and their families offer the maximum opportunity possible for the personal success of the child and family members, it is the policy of this state that the following principles for serving children should be observed to the maximum extent possible in all of its educational and other programs serving young children and their families, including those programs delivered at community learning centers:

      (1) Services for young children and their families should be located as close to the child and the family’s community as possible, encouraging community support and ownership of such services;

      (2) Services for young children and their families should reflect the importance of integration and diversity to the maximum extent possible in regard to characteristics such as race, economics, gender, creed, capability and cultural differences;

      (3) Services should be designed to support and strengthen the welfare of the child and the family and be planned in consideration of the individual family’s values;

      (4) Services should be designed to ensure continuity of care among care givers in a given day and among service plans from year to year;

      (5) Service systems should address the most urgent needs in a timely manner including health, intervention and support services; and

      (6) Service providers and sources of support should be coordinated and collaborative, to reflect the knowledge that no single system can serve all of the needs of the child and family. [Formerly 326.790; 1995 c.660 §15; 2001 c.759 §3]

 

      329.153 Policy on prevention and cost-effective programs and strategies. (1) It is the policy of the Legislative Assembly that programs and strategies that can substantiate a claim to prevention and cost-effectiveness be of high priority.

      (2) The Legislative Assembly finds that dollars invested in quality programs, such as the Head Start program after which the Oregon prekindergarten is modeled, return the costs thereof several times over in costs saved in the areas of remedial education, corrections and human services. [Formerly 336.005]

 

      Note: 329.153 was added to and made a part of ORS chapter 329 by legislative action but was not added to any smaller series therein. See Preface to Oregon Revised Statutes for further explanation.

 

      329.155 Standards for education programs and programs providing services for children and families; interagency coordination. (1) State agencies that administer education programs and other programs that provide services for children and families shall:

      (a) Evaluate the effectiveness of the program as related to the principles stated in ORS 329.025 and 417.305 in the earliest stages of the budget process, including components within programs as appropriate;

      (b) Articulate ways in which the program is an effective component of agency and state priorities, goals and strategies, such as those developed by the Oregon Progress Board, or to relevant research and professional standards;

      (c) Establish plans, interagency partnerships, implementation practices and interactions with local coordinated comprehensive plans;

      (d) Utilize the information generated by applicable state advisory groups and by the local planning process administered by the State Commission on Children and Families in the program assessment of needs and decisions as to service delivery in a given community; and

      (e) Identify barriers to improving program capability to serve the needs of young children and related recommendations, if any.

      (2) The processes listed in subsection (1) of this section are for the purpose of generating interagency coordination so as to serve to the greatest extent possible young children and their families in a comprehensive and developmentally appropriate fashion. The information generated by these processes shall be considered as a contribution to subsequent budget decisions by state and local agencies, the Oregon Department of Administrative Services and Legislative Assembly, and as a contribution to the planning and coordination tasks of the State Commission on Children and Families. [Formerly 326.795; 1999 c.59 §80; 1999 c.1053 §26]

 

(Community Learning Centers)

 

      329.156 Creation; requirements; technical assistance. (1) The Department of Education, the Department of Human Services and the State Commission on Children and Families shall support the development and implementation of a network of community learning centers across the state.

      (2) Within available funding, the state commission, in conjunction with local commissions on children and families or other organizations that provide training and technical assistance to schools or community programs, shall provide training and technical assistance to promote the development and implementation of community learning centers. To the extent possible, the state commission shall use voluntary organizations to provide the training and technical assistance.

      (3) If a community learning center is created by a school district, the school district shall coordinate with the local commission on children and families to ensure that the community learning center is referenced in the local coordinated comprehensive plan, implemented pursuant to ORS 417.775.

      (4) Community learning centers created pursuant to this section shall:

      (a) Be located in or near a school or a cluster of schools;

      (b) Involve parents in the care and education of their children;

      (c) Involve the local community in developing and overseeing community learning center programs;

      (d) Incorporate the principles of family support services described in ORS 329.150 and 417.342;

      (e) In partnership with the local school district board, create or designate an advisory committee to offer guidance on program development and implementation, with membership that is representative of the diversity of community interests, including representatives of businesses, schools, faith-based organizations, social service and health care agencies, cultural groups, recreation groups, municipal governments, community colleges, libraries, child care providers, parents and youths;

      (f) Conduct an assessment of strengths, needs and assets within the community to be served by the community learning center that identifies services being delivered in the community, defines and clarifies services that are missing or overlapping and builds on any existing community assessments; and

      (g) Coordinate the community assessment with the local commission on children and families.

      (5) The Department of Human Services and the Department of Education shall provide technical assistance to community learning centers to develop policies ensuring that confidential information is disclosed only in accordance with state and federal laws. [2001 c.759 §5; 2005 c.503 §16]

 

      Note: 329.156 to 329.159 were added to and made a part of ORS chapter 329 by legislative action but were not added to any smaller series therein. See Preface to Oregon Revised Statutes for further explanation.

 

      329.157 Identification and coordination of existing resources. (1) Community learning centers shall promote identification and coordination of existing resources including, but not limited to, the following services and activities:

      (a) Before-school and after-school enrichment activities linked with the school curriculum;

      (b) Youth development and service learning activities;

      (c) Child care programs;

      (d) Mentoring and tutoring programs;

      (e) Parent literacy and adult education programs;

      (f) Prenatal and early childhood support programs;

      (g) Parent education and support groups;

      (h) Cultural activities and English as a second language programs;

      (i) School-to-work and workforce development programs;

      (j) Intergenerational activities connecting senior citizens with children;

      (k) Referrals for health care and other social and educational services;

      (L) Primary health care services, including immunizations, sports physicals and well-child checkups; and

      (m) Counseling services.

      (2) School districts that create community learning centers shall encourage existing family resource centers to become involved in the development and implementation of the community learning centers. An existing family resource center developed under ORS 417.725 may be designated as a community learning center if the family resource center meets the standards specified in this section and ORS 329.156.

      (3) Community learning centers shall follow best practice standards to ensure their effectiveness. [2001 c.759 §6]

 

      Note: See note under 329.156.

 

      329.159 Evaluation; reporting. (1) Within available funding, the Department of Education shall, in conjunction with the Department of Human Services, the State Commission on Children and Families, representatives of local commissions on children and families, and the Juvenile Crime Prevention Advisory Committee, explore the feasibility of conducting a statewide evaluation of the effectiveness of community learning centers. The evaluation may consider the following outcomes:

      (a) Student attendance;

      (b) Test scores;

      (c) Parent involvement;

      (d) Family mobility;

      (e) Disciplinary referrals; and

      (f) Referrals to the juvenile justice system.

      (2) The Department of Education, in consultation with the Department of Human Services, the State Commission on Children and Families, representatives of local commissions on children and families, and the Juvenile Crime Prevention Advisory Committee, shall create a form for reporting and monitoring information collected by community learning centers. The form shall be designed to collect the following data:

      (a) Unduplicated number of children and unduplicated number of adults served in community learning center programs;

      (b) Number of requests for information and other referrals;

      (c) Level of parent or customer satisfaction;

      (d) Increases in or reductions of collaboration among agencies and departments;

      (e) Increases in or reductions of the use of public facilities for community and family programs; and

      (f) Outcomes listed in subsection (1) of this section. [2001 c.759 §7]

 

      Note: See note under 329.156.

 

(Early Childhood Education)

 

      329.160 Policy on early childhood and parenting education; funding goals. It is the policy of this state to implement programs for early childhood education, for parenting education including instruction about prenatal care, for child-parent centers and for extended Oregon prekindergarten programs. By 1999, funding for programs shall be available for 50 percent of children eligible for Oregon prekindergarten programs, and, by 2004, full funding for programs shall be available for all eligible children. The Oregon prekindergarten program shall continue to be operated in coordination with the federal Head Start program in order to avoid duplication of services and so as to ensure maximum use of resources. The state shall continue funding Oregon prekindergarten programs with a goal to have full funding for all eligible children. [Formerly 326.810; 1995 c.660 §17]

 

      329.165 Development of long-range plan for serving children and families. (1) In consultation with the advisory committee for the Oregon prekindergarten program, the Department of Education and the Department of Community Colleges and Workforce Development shall develop a long-range plan for serving eligible children and their families and shall report to each regular session of the Legislative Assembly on the funds necessary to implement the long-range plan, including but not limited to regular programming costs, salary enhancements and program improvement grants. The department shall determine the rate of increase in funding for programs necessary each biennium to provide service to all children eligible for the prekindergarten program by 2004.

      (2) The Department of Education and the Department of Community Colleges and Workforce Development shall include in their budget requests to the Governor funds sufficient to implement each two-year phase of the long-range plan.

      (3) Each biennial report shall include but not be limited to estimates of the number of eligible children and families to be served, projected cost of programs and evaluation of the programs. [Formerly 326.813; 1995 c.660 §18]

 

      329.170 Definitions for ORS 329.170 to 329.200. (1) As used in ORS 329.170 to 329.200:

      (a) “Advisory committee” means the advisory committee established specifically for the Oregon prekindergarten program established by ORS 329.170 to 329.200.

      (b) “Oregon prekindergartens” means programs that are recognized by the department as meeting the minimum program rules to be adopted by the State Board of Education and that provide comprehensive health, education and social services in order to maximize the potential of children three and four years of age.

      (c) “Oregon prekindergarten program” means the statewide administrative activities carried on within the Department of Education to allocate, award and monitor state funds appropriated to create or assist local Oregon prekindergartens.

      (2) For purposes of ORS 329.175, “eligible child” means an at-risk child who is not a participant in a federal, state or local program providing like comprehensive services and may include children who are eligible under rules adopted by the State Board of Education. As used in this subsection, “at-risk child” means a child at least three years of age and not eligible for kindergarten whose family circumstances would qualify that child for eligibility under the federal Head Start program. [Formerly 326.600; 2001 c.831 §15; 2005 c.209 §10]

 

      329.175 Department to administer prekindergarten program; grants; eligibility; coordination with other programs. (1) The Department of Education shall administer the Oregon prekindergarten program to assist eligible children with comprehensive services including educational, social, health and nutritional development to enhance their chances for success in school and life. Eligible children, upon request of parent or guardian, shall be admitted to approved Oregon prekindergartens to the extent that the Legislative Assembly provides funds.