Oregon Chapter 329
Chapter 329 — Oregon Educational Act for the 21st Century; Educational Improvement and ReformDownload Full 2005 Oregon Revised Statutes (coming soon!)
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Chapter 329 —
Educational
Improvement and Reform
2007 EDITION
ACT FOR 21st CENTURY; REFORM
EDUCATION AND CULTURE
(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
329.045 Revision
of Common Curriculum Goals, performance indicators, diploma requirements,
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
(Assessing Effectiveness)
329.085 Assessment
of schools and school districts required; report; standards
329.095 School
district and school self-evaluations; local district continuous improvement
plans; department’s technical assistance
329.105 School
district and school performance reports; criteria; included data
329.115
(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 goal
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
329.190 Advisory
committee
329.195 Rules;
grant applications
329.200 Report
on program by state superintendent; department to assess program effectiveness
329.228 Early
Childhood Education Trust Fund
329.235 Provision
of early childhood education
(Child Development and Student-Parent
Programs)
329.255 Child
development specialist program
329.265 State
reimbursement for costs
329.275 State
board guidelines; rules; qualifications for child development specialists
329.385 Child
development programs; student-parent programs
329.395 Definitions
for ORS 329.395 to 329.425
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)
329.451 High
school diploma; modified diploma; grade level advancement
(Assessment)
329.485 Statewide
assessment system; types of assessments; subjects; additional services or
alternative educational options
329.488 Nationally
normed assessment; contract; waiver
(Subjects)
329.489 American
Sign Language; proficiency; curricula development; teachers
329.492 Oregon
Studies; academic content standards
329.496 Physical
education participation; minimum requirements; exceptions; professional development
329.498 Data
related to physical education; facilities
329.499 Report
to Legislative Assembly
329.501 Grants
for physical education; rules
SCHOOL COUNCILS AND PROFESSIONAL DEVELOPMENT
PROGRAMS
(School Councils)
329.704 Local
21st Century Schools Councils; duties; composition; selection; district site
committees
(Teacher Corps)
329.757
329.765 Administration
of corps; rules
329.775 Loans;
amounts; interest; repayment; waiver of repayment
329.780 Oregon
Teacher Corps Account; use
(Beginning Teacher and Administrator Program)
329.788 Definitions
for ORS 329.788 to 329.820
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 Training
for mentors and beginning teachers and administrators
329.815 Mentors;
selection; stipend
329.820 Evaluation
of programs; donations
(Successful Schools Program)
329.825 Policy
on successful and innovative schools
329.830 Establishment;
application; incentive rewards; rules
(Early Success Reading Initiative)
329.832 Legislative
findings
329.834 Creation;
components; reading sites
329.837 Report
329.840 Creation;
purpose; online course standards; rules
329.842
MISCELLANEOUS
329.850 Duties
of Education and Workforce Policy Advisor under chapter
329.860 Outreach
to students no longer attending school
329.875 District
eligibility to receive funds under chapter
329.885 School-to-work
transitions and work experience programs; funding; eligibility for grants
(Generally)
329.005
(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” 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) “English” includes, but is not limited
to, reading and writing.
(7) “History, geography, economics and
civics” includes, but is not limited to, Oregon Studies.
(8) “Oregon Studies” means history,
geography, economics and civics specific to the State of
(9) “Parents” means parents or guardians
of students who are covered by this chapter.
(10) “Public charter school” has the
meaning given that term in ORS 338.005.
(11) “School district” means a school
district as defined in ORS 332.002, a state-operated school or any legally
constituted combination of such entities.
(12) “Second languages” means any foreign
language or American Sign Language.
(13) “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.
(14) “The arts” includes, but is not
limited to, literary arts, performing arts and visual arts.
(15) “21st Century Schools Council” means
a council established pursuant to ORS 329.704. [1995 c.660 §2; 1999 c.1023 §4;
1999 c.1029 §1; 2001 c.759 §1; 2003 c.303 §2; 2007 c.858 §1]
Note: The amendments to 329.007 by section 1,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.007. 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
(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 329.788 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.
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 equip students with the academic
and career skills and information necessary to pursue the future of their
choice through a program of rigorous academic preparation and career readiness;
(b) To provide an environment that motivates
students to pursue serious scholarship and to have experience in applying
knowledge and skills and demonstrating achievement;
(c) To provide students with the skills
necessary to pursue learning throughout their lives in an ever-changing world;
and
(d) To prepare students for successful
transitions to the next phase of their educational development. [Formerly
326.710; 1995 c.660 §3; 2007 c.858 §2]
Note: The amendments to 329.015 by section 2,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.015. (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.
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
and skills 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;
2007 c.858 §3]
Note: The amendments to 329.025 by section 3,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.025. 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.
329.030 [Repealed by 1957 c.678 §1]
329.035 [Formerly 326.720; 1995 c.660 §5; 2003 c.303
§4; repealed by 2007 c.858 §40]
Note: The repeal of 329.035 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.035 (2005 Edition) is set forth for the user’s convenience.
329.035
Findings; objectives. The
Legislative Assembly declares that:
(1) The State of
(2) Access to a quality education must be
provided for all of
(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.
329.040 [Repealed by 1963 c.544 §52]
329.045
Revision of Common Curriculum Goals, performance indicators, diploma requirements,
Essential Learning Skills and academic content standards; instruction in
academic content areas. (1)
In order to achieve the goals contained in ORS 329.025, the State Board of
Education shall regularly and periodically review and revise its Common Curriculum
Goals, performance indicators and diploma requirements. 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 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 and revise all adopted academic content standards necessary
for students to successfully transition to the next phase of their education.
(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; 2007
c.858 §4]
Note: The amendments to 329.045 by section 4,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.045. (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.
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. (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 implementing the provisions of this chapter. Actions by the
department to fulfill this responsibility and to increase student achievement
may include, but are not limited to:
(a) Developing academic content standards;
(b) Updating Common Curriculum Goals to
meet rigorous academic content standards and updating performance indicators
and diploma requirements;
(c) Developing criterion-referenced
assessments including performance-based, content-based and other assessment
mechanisms to test knowledge and skills and whether students meet the
performance expectations as determined by the board; and
(d) Establishing criteria for early
childhood education programs.
(3) The department shall make school
districts and the public aware of public school choice options available within
our current public education framework. [Formerly 326.745; 1995 c.660 §8; 1997
c.652 §21; 1999 c.871 §1; 2003 c.303 §6; 2007 c.858 §5]
Note: The amendments to 329.075 by section 5, chapter
858, Oregon Laws 2007, first apply to the 2008-2009 school year. See section
41, chapter 858, Oregon Laws 2007. The text that applies prior to the 2008-2009
school year is set forth for the user’s convenience.
329.075. (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.
329.077 [1995 c.660 §30; 2001 c.448 §1; repealed by
2007 c.858 §40]
Note: The repeal of 329.077 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.077 (2005 Edition) is set forth for the user’s convenience.
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.
329.080 [Repealed by 1963 c.544 §52]
(Assessing
Effectiveness)
329.085
Assessment of schools and school districts required; report; standards. (1) To facilitate the attainment and
successful implementation of educational standards under ORS 326.051 (1)(a) and
329.025, the State Board of Education or its designee shall assess the
effectiveness of each public school, public charter school and school district.
The findings of the assessment shall be reported to the school or 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 school and school district standards and credit and performance
requirements. The board shall seek public input in this process. [Formerly
326.755; 1995 c.660 §10a; 1997 c.17 §1; 2007 c.858 §6]
Note: The amendments to 329.085 by section 6,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.085. (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.
329.090 [Repealed by 1963 c.544 §52]
329.095
School district and school self-evaluations; local district continuous
improvement plans; department’s technical assistance. (1) The Department of Education shall
require school districts and schools to conduct self-evaluations and update
their local district continuous 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 continuous improvement plans to achieve the goals.
(2) As part of setting local goals, school
districts shall 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 staff shall provide ongoing technical assistance in the development
and implementation of the local district continuous improvement plan.
(4) The local district continuous
improvement plan shall include:
(a) A rigorous curriculum aligned with
state standards;
(b) High-quality instructional programs;
(c) Short-term and long-term professional
development plans;
(d) Programs and policies to achieve a
safe educational environment;
(e) A plan for family and community
engagement;
(f) Staff leadership development;
(g) High-quality data systems;
(h) Improvement planning that is
data-driven;
(i) Education service plans for students
who have or have not exceeded all of the academic content standards;
(j) A review of demographics, student
performance, staff characteristics and student access to, and use of,
educational opportunities; and
(k) District efforts to achieve local
efficiencies and efforts to make better use of resources. [Formerly 326.760;
1995 c.660 §11; 2007 c.858 §7]
Note: The amendments to 329.095 by section 7,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.095. (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.
329.100 [Repealed by 1963 c.544 §52]
329.105
School district and school performance reports; criteria; 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
identifying outstanding schools, satisfactory schools and schools in need of
improvement. Such criteria shall take into account student performance,
improvement in student performance, the participation rate of students on the
statewide assessments, student attendance rates and graduation rates. The
Superintendent of Public Instruction, based on the criteria adopted by the
State Board of Education, shall assign a rating to each school that identifies
the school as outstanding, satisfactory or in need of improvement.
(b) The ratings received by a school shall
be included in the school district and school performance reports.
(c) If a school is designated as in need
of improvement, the school shall file a school improvement plan with the
Superintendent of Public Instruction and with the school district board.
(d) The Department of Education shall work
with stakeholders to design and implement an accountability system of
progressive interventions for and provide technical assistance to schools and
school districts that do not demonstrate improvement.
(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) Disaggregated data on students who met
or exceeded the academic content standards established by the board;
(e) Dropout rates and the number of
students who dropped out of school;
(f) Parent and community involvement such
as volunteer hours;
(g) The percentage of classes taught by a
teacher identified as highly qualified under rules adopted by the United States
Department of Education; 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 improvement
plans and district continuous 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; 2007 c.858 §8]
Note: The amendments to 329.105 by section 8,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.105. (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.
329.110 [Repealed by 1963 c.544 §52]
329.115
(2) The Oregon Report Card shall include
information on the following:
(a) Student performance on
(b) Data required by the federal No Child
Left Behind Act of 2001 (P.L. 107-110, 115 Stat. 1425);
(c) Public school funding, expenditures
and employee salary information;
(d) Instructional hours;
(e) School staff information;
(f) District size, student demographics
and student enrollment;
(g) Dropout rates;
(h) Alternative education programs;
(i) Public charter schools;
(j) Early childhood education and
(k) Programs for students with special
needs. [Formerly 326.770; 1995 c.660 §13; 2007 c.858 §9]
Note: The amendments to 329.115 by section 9,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.115. (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
(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.
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
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]
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]
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]
(Early
Childhood Education)
329.160
Policy on early childhood and parenting education; funding goal. 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
Note: The amendments to 329.160 by section 10, chapter
858, Oregon Laws 2007, first apply to the 2008-2009 school year. See section
41, chapter 858, Oregon Laws 2007. The text that applies prior to the 2008-2009
school year is set forth for the user’s convenience.
329.160. 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
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
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.
(2) 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; 2007 c.858 §11]
Note: The amendments to 329.165 by section 11,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.165. (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.
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
(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
(2) Nonsectarian organizations including
school districts and Head Start grantees are eligible to compete for funds to
establish an
(3) Applicants shall identify how they
will serve the target population and provide all components as specified in the
federal Head Start performance standards and guidelines, including staff
qualifications and training, facilities and equipment, transportation and
fiscal management.
(4)
(5)
(a) Participate in the planning process
under ORS 417.777 to develop a voluntary local early childhood system plan; and
(b) Coordinate services with other
services that are coordinated through the plan. The coordination of services
shall be consistent with federal and state law. [Formerly 326.605; 2001 c.831 §16]
329.180 [Formerly 326.610; repealed by 2001 c.831 §30]
329.183
Prekindergarten Program Trust Fund. (1) The Prekindergarten Program Trust Fund is established as a fund in
the State Treasury, separate and distinct from the General Fund. Interest
earned by the trust fund shall be credited to the trust fund. The primary
purpose of the trust fund is to assist eligible children with comprehensive
services including educational, social, health and nutritional development to
enhance their chances for success in school and life. For this purpose, the
trust fund is continuously appropriated to the Department of Education for the
(2) The department may solicit and accept
money in the form of gifts, contributions and grants to be deposited in the
trust fund. Except as provided in ORS 329.185, the acceptance of federal grants
for purposes of ORS 329.170 to 329.200 does not commit state funds nor place an
obligation upon the Legislative Assembly to continue the purposes for which the
federal funds are made available.
(3) The trust fund may be listed, if otherwise
qualified, on the
Note: The amendments to 329.183 by section 12,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.183. (1) The Prekindergarten Program Trust Fund
is established as a fund in the State Treasury, separate and distinct from the
General Fund. Interest earned by the trust fund shall be credited to the trust
fund. The primary purpose of the trust fund is to assist eligible children with
comprehensive services including educational, social, health and nutritional
development to enhance their chances for success in school and life. For this
purpose, the trust fund is continuously appropriated for and shall be expended
only for the
(2) The State Board of Education may
solicit and accept money in the form of gifts, contributions and grants to be
deposited in the trust fund. Except as provided in ORS 329.185, the acceptance
of federal grants for purposes of ORS 329.170 to 329.200 does not commit state
funds nor place an obligation upon the Legislative Assembly to continue the
purposes for which the federal funds are made available.
(3) The trust fund may be listed, if
otherwise qualified, on the
329.185
Expansion of
Note: 329.185 was added to and made a part of ORS
chapter 329 by legislative action but was not added to 329.170 to 329.200. See
Preface to Oregon Revised Statutes for further explanation.
329.190
Advisory committee. The
Department of Education shall establish an advisory committee composed of
interested parents and representatives from the State Commission on Children
and Families, health care profession, early childhood education and development
staff preparation programs, Oregon Head Start Association, school districts,
community colleges, Early Intervention Council, child care and other
organizations. The purpose of the advisory committee is to provide advice to
the department on matters related to the
Note: The amendments to 329.190 by section 13,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.190. The Department of Education and the
Department of Community Colleges and Workforce Development shall establish an
advisory committee composed of interested parents and representatives from the
State Commission on Children and Families, health care profession, early childhood
education and development staff preparation programs, Oregon Head Start
Association, school districts, community colleges, Early Intervention Council,
child care and other organizations as considered necessary by the Department of
Education and the Department of Community Colleges and Workforce Development to
assist with the establishment of the Oregon prekindergarten program.
329.195
Rules; grant applications.
(1) The State Board of Education shall adopt rules for the establishment of the
(2) In developing rules for the Oregon
prekindergarten program, the board shall consult with the advisory committee
established under ORS 329.190 and shall consider such factors as coordination
with existing programs, the preparation necessary for instructors,
qualifications of instructors, training of staff, adequate space and equipment
and special transportation needs.
(3) The Department of Education shall
review applications for the
Note: The amendments to 329.195 by section 14,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.195. (1) The State Board of Education shall adopt
rules for the establishment of the
(2) In developing rules for the
(3) The Department of Education and the
Department of Community Colleges and Workforce Development shall review
applications for the
329.200
Report on program by state superintendent; department to assess program
effectiveness. (1) The
Superintendent of Public Instruction shall report to the Legislative Assembly
on the merits of continuing and expanding the
(2) The superintendent’s report shall
include specific recommendations on at least the following issues:
(a) The relationship of the state-funded
(b) The types of children and their needs
that the program should serve;
(c) The appropriate level of state support
for implementing the program for all eligible children, including related
projects to prepare instructors and provide facilities, equipment and
transportation;
(d) The state administrative structure
necessary to implement the program; and
(e) Licensing or endorsement of early
childhood teachers.
(3) The Department of Education shall
examine, monitor and assess the effectiveness of the
Note: The amendments to 329.200 by section 15,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.200. (1) The Superintendent of Public Instruction
shall report to the Legislative Assembly on the merits of continuing and
expanding the Oregon prekindergarten program or instituting other means of
providing early childhood development assistance.
(2) The superintendent’s report shall
include specific recommendations on at least the following issues:
(a) The relationship of the state-funded
(b) The types of children and their needs
that the program should serve;
(c) The appropriate level of state support
for implementing the program for all eligible children, including related
projects to prepare instructors and provide facilities, equipment and
transportation;
(d) The state administrative structure
necessary to implement the program; and
(e) Licensing or endorsement of early
childhood teachers.
(3) The Department of Education, in
consultation with the Department of Community Colleges and Workforce
Development, shall examine, monitor and assess the effectiveness of the
329.210 [Repealed by 1953 c.306 §18]
329.215 [Formerly 343.415; repealed by 2007 c.858 §40]
Note: The repeal of 329.215 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.215 (2005 Edition) is set forth for the user’s convenience.
329.215
Definitions for ORS 329.215 to 329.235. As used in ORS 329.215 to 329.235:
(1) “Approved program” means an early
childhood education program approved by the Department of Education.
(2) “At-risk children” means children who
may have difficulty achieving in school and who meet criteria established by
the State Board of Education by rule.
(3) “Early childhood education” means
educational programs that conform to the standards adopted by the State Board
of Education by rule and that are designed for the education and training of
children who are at least three years of age but have not passed their ninth
birthday, and includes all special educational programs established and
operated under this chapter.
(4) “Early Childhood Improvement Program”
means those programs meeting the criteria included in ORS 329.237 and complying
with rules adopted by the State Board of Education.
(5) “Extended day services” means programs
that serve young children and operate during hours beyond regular school time.
329.220 [Repealed by 1953 c.306 §18]
329.225 [Formerly 343.425; 2001 c.831 §22; repealed
by 2007 c.858 §40]
Note: The repeal of 329.225 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.225 (2005 Edition) is set forth for the user’s convenience.
329.225
Operating guides for programs; approval of programs; program requirements. (1) The Department of Education shall
prepare operating guides for early childhood education programs applicable to
programs under ORS 329.215 to 329.235 that are consistent with requirements
imposed by the State Board of Education by rule for kindergarten through grade
three.
(2) The Department of Education shall
review applications for approval of early childhood education programs and may
approve those prekindergarten programs after considering:
(a) The educational adequacy and type of
program.
(b) The number of children who will be
served by the program.
(c) The availability of trained personnel
and facilities.
(d) The need for the program in the
applying district.
(3) Providers of early childhood education
programs shall:
(a) Participate in the planning process
under ORS 417.777 to develop a voluntary local early childhood system plan; and
(b) Coordinate services with other
services that are coordinated through the plan. The coordination of services
shall be consistent with federal and state law.
329.228
Early Childhood Education Trust Fund. (1) The Early Childhood Education Trust Fund is established as a fund
in the State Treasury, separate and distinct from the General Fund. Interest
earned by the trust fund shall be credited to the trust fund. The primary
purpose of the trust fund is to assist public school districts in providing
programs designed to improve educational services for children enrolled in
kindergarten through grade three. For this purpose, the trust fund is
continuously appropriated to the Department of Education for programs described
in ORS 329.235.
(2) The State Board of Education may
solicit and accept money in the form of gifts, contributions and grants to be
deposited in the trust fund. The acceptance of federal grants for purposes of
ORS 329.235 does not commit state funds nor place an obligation upon the
Legislative Assembly to continue the purposes for which the federal funds are
made available.
(3) The trust fund may be listed, if
otherwise qualified, on the
Note: The amendments to 329.228 by section 16,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.228. (1) The Early Childhood Education Trust Fund
is established as a fund in the State Treasury, separate and distinct from the
General Fund. Interest earned by the trust fund shall be credited to the trust
fund. The primary purpose of the trust fund is to assist public school
districts in providing programs designed to improve educational services for
children enrolled in kindergarten through grade three. For this purpose, the
trust fund is continuously appropriated to the Department of Education for
programs described in ORS 329.215 to 329.235.
(2) The State Board of Education may
solicit and accept money in the form of gifts, contributions and grants to be
deposited in the trust fund. The acceptance of federal grants for purposes of
ORS 329.215 to 329.235 does not commit state funds nor place an obligation upon
the Legislative Assembly to continue the purposes for which the federal funds
are made available.
(3) The trust fund may be listed, if
otherwise qualified, on the
329.230 [Repealed by 1953 c.306 §18]
329.235
Provision of early childhood education. Subject to the approval of the Superintendent of Public Instruction:
(1) The district school board of any
school district in which there are resident children who are three years of age
or older but who have not attained compulsory attendance age and who are not
enrolled in a kindergarten of the district may:
(a) Provide early childhood education for
such children as part of the district’s educational program; or
(b) When the board considers a contract to
be economically feasible and in the interests of the learning opportunities of
eligible children, contract for instruction of such children in a school
district operating an approved early childhood education program, subject to
such reimbursement as the districts may agree.
(2) An education service district may
operate an approved early childhood education program in the same manner as
programs are provided under ORS 334.175 or 334.185. [Formerly 343.435]
329.237 [Formerly 336.435; 1995 c.660 §20; 1999 c.59
§81; 1999 c.1053 §27; repealed by 2007 c.858 §40]
Note: The repeal of 329.237 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.237 (2005 Edition) is set forth for the user’s convenience.
329.237
Administration; program design; components. (1) The Department of Education shall administer the Early Childhood
Improvement Program to assist public school districts in providing programs
designed to improve educational services for children enrolled in kindergarten
through grade three. Programs shall be based on research and proven successful
practices.
(2) The programs shall include the
following planned components:
(a) Targeted services for “at-risk”
children that may be in cooperation with local commissions on children and
families to provide services to families, which may include but are not limited
to remedial and alternative academic programs, child care, parent participation
and child development services.
(b) Efforts to improve the kindergarten
through third grade curriculum and educational practices so that they:
(A) Are consistent with research findings
on how children learn;
(B) Are sensitive to individual
differences such as cultural background and learning styles; and
(C) Encourage parent participation. Such
efforts may include but are not limited to adapting curricula and training
administrators and other staff in early childhood education and child
development.
(c) Comprehensive education, health care
and social services for children to be provided through interagency agreements
among school districts, health care and social service providers.
(d) Evaluation of programs by goals set by
the district for the program.
(e) Planned transition from
prekindergarten programs to kindergarten through grade three.
(3) In addition to the components listed
in subsection (2) of this section, Early Childhood Improvement Programs may
include but are not limited to the following components:
(a) Extended day services for school-age
children who need care or enrichment opportunities; and
(b) Programs designed to improve the adult
to child ratios in kindergarten through grade three.
(4) The district application shall
include:
(a) Plans developed by 21st Century
Schools Councils at the school building level as described in ORS 329.704; and
(b) Demonstrated consistency with the
local assessments and local coordinated comprehensive plans resulting from ORS
417.705 to 417.801.
(5) Funds shall be available to districts
with approved applications on a per child basis for the district’s children
enrolled in kindergarten through grade three. Funds not allocated shall be
prorated to the districts with approved applications not later than the end of
the fiscal year for which the allocation is made.
(6) If the district plan proposes use of
innovative instructional materials, the State Board of Education, pursuant to
ORS 337.050, may waive the use of such instructional materials as might
otherwise have been required.
329.240 [Repealed by 1953 c.306 §18]
329.245 [Formerly 336.437; repealed by 2007 c.858 §40]
Note: The repeal of 329.245 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.245 (2005 Edition) is set forth for the user’s convenience.
329.245
Rules; applications. (1) The
State Board of Education shall adopt rules for the establishment of the Early
Childhood Improvement Program. Rules shall require school districts to include
in their applications cooperative efforts with other programs for young
children.
(2) The Department of Education shall
review and approve applications by July 1 of each year.
329.250 [Repealed by 1953 c.306 §18]
(Child
Development and Student-Parent Programs)
329.255
Child development specialist program. (1) The district school board of every school district operating any
elementary schools may establish a child development specialist program.
(2) If a district school board establishes
a child development specialist program, the school district must meet the
following requirements:
(a) The school district shall submit a
written plan describing the program to the Department of Education and the program
must be approved by the department.
(b) Upon approval of a program, a school
district shall submit child development specialist candidate applications for
department approval.
(c) The school district shall conduct an
annual review of the program and submit an updated plan to the department for
reauthorization of the program.
(d) Each child development specialist
employed by a school district shall complete an annual evaluation of the
specialist’s child development plan to be included with the school district’s
updated plan.
(3) The department shall review the plans
annually.
(4) School districts may provide the child
development specialist program by contract with qualified state or local
programs. [Formerly 343.125; 1995 c.660 §21; 1999 c.871 §§2,3; 2007 c.858 §17]
Note: The amendments to 329.255 by section 17,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.255. (1) The district school board of every
school district operating any elementary schools may make the services of a
child development specialist available to the pupils enrolled in the elementary
schools and their families.
(2) A child development specialist shall
provide primary prevention services directly or in cooperation with others in
settings in addition to the school setting:
(a) To pupils enrolled in the elementary
school, with priority given at the primary level, including kindergarten, to
assist them in developing positive attitudes toward themselves and others in
relation to life career roles and to ensure that appropriate assessment and
screening procedures that recognize academic and individual differences are
provided for the early identification of talents and strengths on which to base
a positive learning experience for each child.
(b) To the professional staff of the
elementary school to assist them in early identification of pupils enrolled
therein with learning or developmental problems.
(c) To parents of pupils enrolled in
elementary schools to assist them in understanding their children’s unique
aptitudes and needs and to aid in relating home, school and neighborhood
experiences.
(d) To refer pupils enrolled in the
elementary school and their families to appropriate state or local agencies for
additional assistance as needed.
(e) To coordinate resources available
through the community and the school.
(3) The district school board of every
school district operating any elementary schools may make the services of a
child development specialist, as described in subsection (2) of this section
available to children four years of age or younger and their families residing
in its district. If such children need assessment, the child development
specialist shall ensure that appropriate assessment and screening procedures
that recognize academic and individual differences are provided for early
identification of barriers or needs that prevent successful transition to early
education programs.
(4) School districts may provide the
services authorized or required under this section by contract with qualified
state or local programs.
329.260 [Repealed by 1953 c.306 §18]
329.265
State reimbursement for costs.
(1) Following the close of each fiscal quarter for which reimbursement is
claimed, any district that establishes a child development specialist program
pursuant to ORS 329.255 shall file a verified claim with the Superintendent of
Public Instruction for the reimbursement as designated in the notice of
allotment for the costs incurred by the district in providing the child
development specialist program.
(2) If the Superintendent of Public
Instruction approves the application for reimbursement, the superintendent
shall cause the district to be reimbursed in the amount claimed in accordance
with the state approved program provided in subsection (1) of this section. In
no case shall the state reimbursement from funds available for the child
development specialist program exceed 75 percent of the approved annual cost of
the program nor shall the state’s expenditure exceed the amount appropriated by
the Legislative Assembly for this purpose. [Formerly 343.135; 2007 c.858 §18]
Note: The amendments to 329.265 by section 18,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.265. (1) Following the close of each fiscal
quarter for which reimbursement is claimed, any district making the services of
a child development specialist available pursuant to ORS 329.255 in a state
approved program shall file a verified claim with the Superintendent of Public
Instruction for the reimbursement as designated in the notice of allotment for
the costs incurred by the district in providing the services of the child
development specialist.
(2) If the Superintendent of Public
Instruction approves the application for reimbursement, the superintendent
shall cause the district to be reimbursed in the amount claimed in accordance
with the state approved program provided in subsection (1) of this section. In
no case shall the state reimbursement from funds available for the child
development specialist program exceed 75 percent of the approved annual cost of
the program nor shall the state’s expenditure exceed the amount appropriated by
the Legislative Assembly for this purpose.
329.275
State board guidelines; rules; qualifications for child development
specialists. (1) The State
Board of Education by rule shall establish guidelines for implementation of ORS
329.255 and 329.265, including but not limited to qualifications for child
development specialists and procedures for community coordination of efforts.
Such qualifications and procedures shall not be limited to traditional
treatment oriented disciplines or the various disciplines requiring
certification.
(2) Exceptions to the qualifications
established by the state board may be made if the state board determines after
a hearing that an individual is capable of performing the required functions. [Formerly
343.145; 1999 c.871 §§4,5]
329.280 [Repealed by 1953 c.306 §18]
329.290 [Repealed by 1953 c.306 §18]
329.300 [Repealed by 1953 c.306 §18]
329.310 [Repealed by 1953 c.306 §18]
329.320 [Repealed by 1953 c.306 §18]
329.330 [Repealed by 1953 c.306 §18]
329.350 [Repealed by 1953 c.306 §18]
329.360 [Repealed by 1953 c.306 §18]
329.385
Child development programs; student-parent programs. (1) The Department of Education shall
prepare operating guides for child development programs and for student-parent
programs applicable to programs under this section that are consistent with
requirements imposed by the State Board of Education.
(2) The Department of Education shall
review applications for approval of child development programs and
student-parent programs and may approve up to 20 child development and up to 20
student-parent programs after considering:
(a) The educational adequacy and type of
programs.
(b) The number of students and children
who are to be served by the program.
(c) The availability of trained personnel
and facilities.
(d) The need for the programs in the
applying district.
(3) In approving applications for child
development programs, the department shall require that the school district use
the contributions described in ORS 315.234 (2003 or earlier edition) for child
development curriculum and in the formulation and initiation of on-site child
development centers. Each center must be able to accommodate not more than 30
full-time equivalent spaces for children, distributed according to needs of the
community.
(4) In approving applications for
student-parent programs, the department shall require that the school district
use the contributions described in ORS 315.234 (2003 or earlier edition) for
appropriate education for student-parents leading to graduation and in the
formulation and development of appropriate on-site child care facilities. Each
facility must be able to accommodate not more than 30 full-time equivalent
spaces for children, distributed according to the needs of the student-parents.
(5) As used in this section:
(a) “Child development program” means an
educational program that conforms to standards adopted by the State Board of
Education and that consists of an education component and a child care
component.
(b) “Student-parent program” means an
educational program that conforms to standards adopted by the State Board of
Education and that consists of education for the student-parent and child care
for the student-parent’s child. [Formerly 336.850; 1995 c.278 §38; 2005 c.94 §113]
329.390 [Repealed by 1953 c.306 §18]
329.395
Definitions for ORS 329.395 to 329.425. As used in ORS 329.395 to 329.425:
(1) “Child development program” means an
educational program funded by ORS 329.395 to 329.425 that conforms to standards
adopted by the State Board of Education and that consists of an education
component and a child care component.
(2) “Teenage parent program” means an
educational program funded by ORS 329.395 to 329.425 that conforms to standards
adopted by the State Board of Education and that consists of education for the
student-parent and child care for the student-parent’s child. [Formerly
336.870; 1995 c.278 §39]
329.400 [Repealed by 1953 c.306 §18]
329.405 [Formerly 336.875; repealed by 2007 c.858 §40]
Note: The repeal of 329.405 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.405 (2005 Edition) is set forth for the user’s convenience.
329.405
Study of existing program.
The Department of Education shall study the child development program and the
teenage parent program at
329.415
Operating guides and grant procedures for ORS 329.395 to 329.425. (1) The Department of Education shall prepare
operating guides for child development programs and for teenage parent programs
applicable to programs under ORS 329.395 to 329.425 that are consistent with
requirements imposed by the State Board of Education.
(2) The department shall review applications
for approval of child development programs and teenage parent programs and may
approve those programs after considering:
(a) The educational adequacy and type of
programs.
(b) The number of students and children
who are to be served by the program.
(c) The availability of trained personnel
and facilities.
(d) The need for the programs in the
applying district.
(3) In approving applications for child
development programs, the department shall require that the school district use
its grant for child development curriculum and in the formulation and
initiation of on-site child development centers. Each center must be able to
accommodate from 15 to 30 full-time equivalent spaces for children, distributed
according to needs of the community.
(4) In approving applications for teenage
parent programs, the department shall require that the school district use the
grant in connection with appropriate education for teenage parents leading to
graduation and in the formulation and development of appropriate on-site child
care centers. Each center must be able to accommodate from 15 to 30 full-time
equivalent spaces for children, distributed according to the needs of the
teenage student-parents. [Formerly 336.880; 2007 c.858 §19]
Note: The amendments to 329.415 by section 19,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.415. (1) The Department of Education shall
prepare operating guides for child development programs and for teenage parent
programs applicable to programs under ORS 329.395 to 329.425 that are
consistent with requirements imposed by the State Board of Education.
(2) The Department of Education shall
review applications for approval of child development programs and teenage
parent programs and may approve those programs after considering:
(a) The educational adequacy and type of
programs.
(b) The number of students and children
who are to be served by the program.
(c) The availability of trained personnel
and facilities.
(d) The need for the programs in the
applying district.
(3) In approving applications for child
development programs, the department shall require that the school district use
its grant for child development curriculum and in the formulation and
initiation of on-site child development centers. Each center must be able to
accommodate from 15 to 30 full-time equivalent spaces for children, distributed
according to needs of the community.
(4) In approving applications for teenage
parent programs, the department shall require that the school district use the
grant in connection with appropriate education for teenage parents leading to
graduation and in the formulation and development of appropriate on-site child
care centers. Each center must be able to accommodate from 15 to 30 full-time
equivalent spaces for children, distributed according to the needs of the
teenage student-parents.
(5) Results of the study required by ORS
329.405 shall be used as a basis for school district planning.
329.420 [Repealed by 1953 c.306 §18]
329.425
Grants under ORS 329.395 to 329.425. (1) An approved school district child development program shall be
entitled to receive a grant not to exceed $50,000.
(2) An approved school district teenage
parent program shall be entitled to receive a grant not to exceed $25,000.
(3) A district may receive grants under
both subsections (1) and (2) of this section but no district is entitled to
receive more than $75,000 for the grant period. [Formerly 336.885]
329.430 [Repealed by 1953 c.306 §18]
329.440 [Repealed by 1953 c.306 §18]
(Diplomas)
329.445 [Formerly 326.730; 1995 c.660 §22; repealed
by 2007 c.858 §40]
Note: The repeal of 329.445 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.445 (2005 Edition) is set forth for the user’s convenience.
329.445
Recognition of needs of middle educational levels. The Department of Education shall review
district improvement plans to ensure that the school restructuring efforts
framed in this chapter address the unique learning and developmental needs of
the middle educational levels between the early childhood education and
Certificate of Initial Mastery levels detailed in this chapter.
329.447 [1995 c.660 §25; 2003 c.303 §7; repealed by
2007 c.858 §40]
Note: The repeal of 329.447 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.447 (2005 Edition) is set forth for the user’s convenience.
329.447
Diploma; certificates; career endorsements; subject area endorsements. (1) School districts shall continue to issue
diplomas to students as evidence that students have completed their public
school education. At or before grade 12, a diploma shall be conferred upon all
students completing the requirements established by the State Board of
Education and the school districts. In addition to the diploma, school
districts shall make the following available:
(a) A certificate, to be conferred upon
students who with additional services and accommodations do not meet the
standards for the Certificate of Initial Mastery.
(b) Certificate of Initial Mastery, to be
conferred upon all students meeting state and local standards and requirements
for the Certificate of Initial Mastery in particular subjects pursuant to ORS
329.465.
(c) Certificate of Advanced Mastery, to be
conferred upon all students meeting state and local standards and requirements
for the Certificate of Advanced Mastery in one of the areas pursuant to ORS
329.475.
(d) Career endorsements, which are focus
areas that identify a high quality career related course of study which informs
students about future choices and simultaneously prepares them for further
education, lifelong learning and employment.
(2) In addition to the diploma,
certificates and career endorsements required by subsection (1) of this
section, school districts may offer Certificate of Initial Mastery subject area
endorsements, to be conferred upon all students meeting state and local
standards and requirements for a subject area endorsement pursuant to ORS
329.465.
329.450 [Repealed by 1953 c.306 §18]
329.451
High school diploma; modified diploma; grade level advancement. (1) At or before grade 12, a school district
or public charter school shall award a high school diploma to a student who
completes the requirements established by the State Board of Education, the
school district or public charter school and this section.
(2) In order to receive a high school
diploma from a school district or public charter school, a student must satisfy
the requirements established by the board and the school district or public
charter school and, while in grades 9 through 12, must complete:
(a) At least 24 credits, as defined by
rule of the board;
(b) Three credits of mathematics; and
(c) Four credits of English.
(3) Notwithstanding subsection (2) of this
section, a school district or public charter school may award a diploma to a
student who does not satisfy the requirements of subsection (2)(b) or (c) of
this section if the student:
(a) Has met or exceeded the academic
content standards for mathematics or English established by the board, as
demonstrated on
(b) Displays proficiency in mathematics or
English at a level established by the board.
(4) A student may satisfy the requirements
of subsection (2) of this section in less than four years. If a student
satisfies the requirements of subsection (2) of this section and a school
district or public charter school has the consent of the student’s parent or
guardian, the school district or public charter school shall award a diploma to
the student upon request from the student.
(5) If a school district or public charter
school has the consent of a student’s parent or guardian, the school district
or public charter school may advance the student to the next grade level if the
student has satisfied the requirements for the student’s current grade level.
(6) The requirement for obtaining the
consent of a student’s parent or guardian under subsections (4) and (5) of this
section does not apply to a student who is:
(a) Emancipated pursuant to ORS 419B.550
to 419B.558; or
(b) 18 years of age or older.
(7)(a) Notwithstanding subsections (1) and
(2) of this section, a school district or public charter school shall award a
modified diploma to a student who does not satisfy the requirements of
subsections (1) and (2) of this section if the student meets requirements
established by the State Board of Education by rule.
(b) The modified diploma shall be made
available only to those students who have demonstrated the inability to meet
the full set of academic content standards even with reasonable modifications
and accommodations. To be eligible for a modified diploma, a student must have:
(A) A documented history of an inability
to maintain grade level achievement due to significant learning and
instructional barriers; or
(B) A documented history of a medical
condition that creates a barrier to achievement.
(8) A school district or public charter
school shall award an alternative certificate to a student who does not satisfy
the requirements for a diploma if the student meets requirements established by
the board of the school district or public charter school.
(9) A student who receives a modified
diploma or alternative certificate shall have the option of participating in a
high school graduation ceremony with the class of the student.
(10) The State Board of Education shall
submit for review by the legislative committees on education or the interim
legislative committees on education, as appropriate, any proposed rules to
implement requirements for a diploma, a modified diploma or an alternative
certificate prior to the adoption of those rules by the board. [2005 c.827 §1;
2007 c.407 §1; 2007 c.660 §12]
Note: Section 3, chapter 827, Oregon Laws 2005,
provides:
Sec.
3. (1) The requirements of
ORS 329.451 (2) and (3) apply to students who receive a high school diploma
from a school district on or after July 1, 2009.
(2) ORS 329.451 (4) applies to students
who satisfy the requirements for a high school diploma on or after the
effective date of chapter 407, Oregon Laws 2007 [July 1, 2007].
(3) ORS 329.451 (5) first applies to the
2007-2008 school year.
(4) The requirements of ORS 329.451 (2)
and (3) apply to students who receive a high school diploma from a public
charter school:
(a) On or after July 1, 2009, if the
charter of the public charter school specified that ORS 329.451 applied to the
school prior to the effective date of this 2007 Act [chapter 660, Oregon Laws
2007] [July 1, 2007]; or
(b) On or after July 1, 2011.
(5) School districts and public charter
schools shall make modified diplomas and alternative certificates as required
by ORS 329.451 (7) and (8) first available to students during the 2008-2009
school year.
(6) Notwithstanding subsections (4) and
(5) of this section, ORS 329.451 as amended by section 12 of this 2007 Act
[chapter 660, Oregon Laws 2007] applies to public charter schools that enter
into a charter or renew a charter on or after the effective date of this 2007
Act [chapter 660, Oregon Laws 2007]. [2005 c.827 §3; 2007 c.407 §2; 2007 c.660 §15]
Note: 329.451 was enacted into law by the
Legislative Assembly but was not added to or made a part of ORS chapter 329 or
any series therein by legislative action. See Preface to Oregon Revised
Statutes for further explanation.
329.455 [Formerly 335.125; repealed by 1995 c.660 §50]
329.460 [Repealed by 1953 c.306 §18]
329.465 [Formerly 335.140; 1995 c.660 §23; 1999
c.717 §3; 1999 c.1029 §4; 2003 c.303 §8; repealed by 2007 c.858 §40]
Note: The repeal of 329.465 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.465 (2005 Edition) is set forth for the user’s convenience.
329.465
Certificate of Initial Mastery; subject area endorsements. (1) The State Board of Education shall adopt
academic content standards and requirements for the Certificate of Initial
Mastery and for Certificate of Initial Mastery subject area endorsements.
(2) The State Board of Education shall
prescribe the academic content standards, pursuant to ORS 329.025 and 329.035,
that a student must meet in order to obtain the Certificate of Initial Mastery
or a Certificate of Initial Mastery subject area endorsement. The Certificate
of Initial Mastery and the Certificate of Initial Mastery subject area
endorsements shall be based on a series of performance-based assessments and
content assessments benchmarked to mastery levels. The assessment methods shall
include work samples and tests. The state board shall establish a certificate
for students who, with additional services and accommodations, do not meet the
standards for the Certificate of Initial Mastery. Students shall be allowed to
collect credentials over a period of years, culminating in a project or
exhibition that demonstrates attainment of the required knowledge and skills
that have been measured by a variety of valid assessment methods.
(3) Requirements for the Certificate of
Initial Mastery or a Certificate of Initial Mastery subject area endorsement
shall:
(a) Ensure that students have the
necessary knowledge and demonstrate the skills to read, write, problem solve,
reason and communicate;
(b) Ensure that students have the
opportunity to demonstrate the ability to learn, think, retrieve information
and use technology;
(c) Ensure that students have the
opportunity to demonstrate that they can work effectively as individuals and as
an individual in group settings; and
(d) Ensure that student assessment is
based on academic content standards.
(4)(a) The state board shall establish the
minimum number of work samples that a student must complete in each subject to
receive the Certificate of Initial Mastery or to receive a Certificate of
Initial Mastery subject area endorsement.
(b) If a school district receives the
approval of the Department of Education, the school district may require a
student, as part of the requirements for the Certificate of Initial Mastery or
a Certificate of Initial Mastery subject area endorsement, to complete a
greater number of work samples for a particular subject than the minimum number
established by the state board.
(5) The state board shall adopt
requirements for the Certificate of Initial Mastery in mathematics, science and
English. Each school district shall implement the Certificate of Initial
Mastery in mathematics, science and English.
(6) In addition, the state board shall
adopt requirements for Certificate of Initial Mastery subject area endorsements
in history, geography, economics, civics, physical education, health, the arts
and second languages. A school district may offer to the students of the school
district a Certificate of Initial Mastery subject area endorsement in any of
the following:
(a) History, geography, economics and
civics.
(b) Physical education.
(c) Health.
(d) The arts.
(e) Second languages.
(7) A student may receive a Certificate of
Initial Mastery subject area endorsement only if the student has received the
Certificate of Initial Mastery.
(8) The state board or a school district
may not make the creation of a student portfolio a requirement for the
Certificate of Initial Mastery or a Certificate of Initial Mastery subject area
endorsement.
(9) The provisions of this section may be
applied individually as appropriate to students enrolled in special education
programs under ORS chapter 343.
(10) The Department of Education shall
develop procedures to accommodate out-of-state students, students taught by a
parent, legal guardian or private teacher as described in ORS 339.030, private
school students transferring into public schools and migrant children from
other states and countries.
(11) Nothing in this section is intended
to apply the Certificates of Mastery programs or standards to private school
students or students taught by a parent, legal guardian or private teacher as
described in ORS 339.030.
329.467 [1995 c.660 §24a; repealed by 2007 c.858 §40]
Note: The repeal of 329.467 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.467 (2005 Edition) is set forth for the user’s convenience.
329.467
Submission of Certificate of Initial Mastery materials. The State Board of Education shall submit
Certificate of Initial Mastery standards, requirements and plans for
implementation to the legislative interim committees on education for input and
direction before administrative rules for the Certificate of Initial Mastery
are adopted.
329.470 [Repealed by 1953 c.306 §18]
329.475 [Formerly 335.150; 1995 c.660 §28; 1995
c.769 §1; 1997 c.353 §1; 2003 c.303 §9; repealed by 2007 c.858 §40]
Note: The repeal of 329.475 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.475 (2005 Edition) is set forth for the user’s convenience.
329.475
Certificate of Advanced Mastery with career endorsements. (1) After the State Board of Education
adopts standards and rules for the Certificate of Advanced Mastery, each school
district shall institute programs that allow students to qualify for a
Certificate of Advanced Mastery with career endorsements that prepare students
for post-secondary academic pursuits and professional technical careers.
(2) School districts may implement the
programs in a public education institution such as a public school, education
service district, community college, public professional technical school or
institution of higher education, or any combination thereof, that enrolls the
student and meets the requirements of the State Board of Education.
(3) The programs must provide a
combination of work-related learning experiences and study in accordance with
ORS 329.855. The program shall include a comprehensive educational component
that meets rigorous academic standards.
(4) All courses necessary for a
Certificate of Advanced Mastery shall be available to all students.
(5) The State Board of Education shall
adopt a framework for the Certificate of Advanced Mastery programs and
timelines for implementation of the programs for the school districts to follow
as resources become available to the school districts. The Department of
Education may provide technical assistance to assist school districts in the
implementation of the Certificate of Advanced Mastery programs.
(6) In establishing the requirements for
Certificates of Advanced Mastery with career endorsements, the State Board of
Education shall adopt rules that facilitate movement among the endorsements and
shall encourage public school choice and mobility so as to enhance a student’s
opportunities for a full range of educational experiences.
(7) The public education institution shall
be reimbursed for the student’s tuition by the district in which the student
resides pursuant to ORS 339.115 and rules of the State Board of Education, in
an amount not to exceed the student’s tuition or the amount the district
receives for the student from state funds, whichever is less. A school district
shall not receive state funds for the student in an amount that exceeds the
student’s tuition. Any adult who wishes to pursue an endorsement, or any
student having earned the Certificate of Advanced Mastery or a diploma or who
has attained 19 years of age and who wishes to continue a program, may do so by
paying tuition. As used in this section, “public education institution” does
not include a public school to which a student has transferred under ORS
329.485.
(8) Programs developed under this section
shall meet the highest academic standards possible and provide students with
opportunities for a broad range of quality work-related learning experiences.
(9) A high school diploma issued by a
private or out-of-state secondary school as signifying successful completion of
grade 12 shall be considered equivalent to a high school diploma issued by an
329.480 [Repealed by 1953 c.306 §18]
(Assessment)
329.485
Statewide assessment system; types of assessments; subjects; additional services
or alternative educational options. (1) As used in this section:
(a) “Content-based assessment” means
testing of the understanding of a student of a predetermined body of knowledge.
(b) “Criterion-referenced assessment”
means testing of the knowledge or ability of a student with respect to some
standard.
(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.
(2)(a) The Department of Education shall
implement statewide a valid and reliable assessment system for all students
that meets technical adequacy standards. The assessment system shall include
criterion-referenced assessments including performance-based assessments, content-based
assessments, and other valid methods to measure the academic content standards
and to identify students who meet or exceed the standards.
(b) The department shall develop the
statewide assessment system in mathematics, science, English, history,
geography, economics and civics.
(3) School districts and public charter
schools shall implement the statewide assessment system in mathematics, science
and English. In addition, school districts and public charter schools may
implement the statewide assessment system in history, geography, economics and
civics.
(4) Each year the resident district shall
be accountable for determining the student’s progress toward achieving the
academic content standards. Progress toward the academic content standards shall
be measured in a manner that clearly enables the student and parents to know
whether the student is making progress toward meeting or exceeding the academic
content standards. In addition, the district shall adopt a grading system based
on the local school district board adopted course content of the district’s
curriculum. The grading system shall clearly enable the student and parents to
know how well the student is achieving course requirements.
(5) If a student has not met or has
exceeded all of the academic content standards, the school district shall make
additional services or alternative educational or public school options
available to the student.
(6) If the student to whom additional
services or alternative educational options have been made available does not
meet or exceed the academic content standards within one year, the school
district, with the consent of the parents, shall make an appropriate placement,
which may include an alternative education program or the transfer of the
student to another public school in the district or to a public school in
another district that agrees to accept the student. The district that receives
the student shall be entitled to payment. The payment shall consist of:
(a) An amount equal to the district expenses
from its local revenues for each student in average daily membership, payable
by the resident district in the same year; and
(b) Any state and federal funds the
attending district is entitled to receive payable as provided in ORS 339.133
(2). [Formerly 335.160; 1995 c.660 §29; 2001 c.269 §1; 2003 c.303 §10; 2005
c.220 §1; 2007 c.858 §22]
Note: The amendments to 329.485 by section 22,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.485. (1)(a) The Department of Education shall
implement statewide a valid and reliable assessment system for all students
that meets technical adequacy standards. The assessment system shall include
criterion-referenced assessments including performance-based assessments,
content-based assessments, as those terms are defined in ORS 329.075, and other
valid methods to measure the academic content standards and to identify
students who meet or exceed the standards for each mastery level leading to the
Certificate of Initial Mastery, Certificate of Initial Mastery subject area
endorsements and the Certificate of Advanced Mastery.
(b) The Department of Education shall
develop the statewide assessment system in mathematics, science, English,
history, geography, economics and civics.
(2) School districts and public charter
schools shall implement the statewide assessment system in mathematics, science
and English. In addition, school districts and public charter schools may
implement the statewide assessment system in history, geography, economics and
civics.
(3) Each year the resident district shall
be accountable for determining the student’s progress toward achieving the
academic content standards. Progress toward the academic content standards
shall be measured in a manner that clearly enables the student and parents to
know whether the student is making progress toward meeting or exceeding the
academic content standards. In addition, the district shall adopt a grading
system based on the local school district board adopted course content of the
district’s curriculum. The grading system shall clearly enable the student and
parents to know how well the student is achieving course requirements.
(4) If a student has not met or has
exceeded all of the academic content standards, the school district shall make
additional services or alternative educational or public school options
available to the student.
(5) If the student to whom additional
services or alternative educational options have been made available does not
meet or exceed the academic content standards within one year, the school
district, with the consent of the parents, shall make an appropriate placement,
which may include an alternative education program or the transfer of the
student to another public school in the district or to a public school in
another district that agrees to accept the student. The district that receives
the student shall be entitled to payment. The payment shall consist of:
(a) An amount equal to the district
expenses from its local revenues for each student in average daily membership,
payable by the resident district in the same year; and
(b) Any state and federal funds the
attending district is entitled to receive payable as provided in ORS 339.133
(2).
329.487 [1995 c.660 §26; 1999 c.806 §1; 2001 c.443 §1;
repealed by 2003 c.303 §17]
329.488
Nationally normed assessment; contract; waiver. (1) The Department of Education shall
contract with a nonprofit entity to administer a nationally normed assessment,
in collaboration with the department, to all students in grade 10 who are
enrolled in a public school. The purpose of the assessment is to predict the
success of students on, and provide practice for students taking, college
entrance exams.
(2) The department shall base the
selection of the contractor under subsection (1) of this section on all of the
following criteria:
(a) The contractor must be able to provide
to the department statewide data containing the results of the assessment;
(b) The contractor shall provide an
assessment that:
(A) Identifies students with high
potential to excel in advanced placement (AP) or other honors courses based on
a research-based correlation of scores on the grade 10 assessment to advanced
placement examinations;
(B) Examines students in mathematics,
reading and writing; and
(C) Provides results that can be used by
(c) The contractor must be able to supply
schools with an item-by-item analysis of student performance on the assessment;
and
(d) The contractor must be able to make
available to each student taking the assessment a free career assessment and
online exploration of colleges and career opportunities.
(3) Notwithstanding subsection (1) of this
section:
(a) The department may allow the
contractor to waive the assessment for specific groups of students; and
(b) Upon request from a student who is
enrolled in a public school operated by a school district or the parent or
guardian of the student, the school district shall waive the assessment for the
student. [2007 c.858 §42]
Note: 329.488 was enacted into law by the
Legislative Assembly but was not added to or made a part of ORS chapter 329 or
any series therein by legislative action. See Preface to Oregon Revised
Statutes for further explanation.
Note: Section 43, chapter 858, Oregon Laws 2007,
provides:
Sec. 43.:RF8 The Department of Education
shall enter into a contract under section 42 of this 2007 Act [329.488] to
first provide an assessment during the 2008-2009 school year. [2007 c.858 §43]
(Subjects)
329.489
American Sign Language; proficiency; curricula development; teachers. (1) Within the State of
(2) The State Board of Education is
encouraged to continue to:
(a) Coordinate with the State Board of
Higher Education and the
(b) Implement programs to locate and
prepare qualified teachers and interpreters of American Sign Language; and
(c) Assist public high schools in
identifying local and regional needs and resources available for American Sign
Language courses. [1995 c.687 §1; 2007 c.858 §64]
Note: 329.489 was enacted into law by the
Legislative Assembly but was not added to or made a part of ORS chapter 329 or
any series therein by legislative action. See Preface to Oregon Revised
Statutes for further explanation.
329.490 [Repealed by 1953 c.306 §18]
329.492
(2) The Oregon Historical Society may use
any public funds allocated to the Oregon Historical Society for the purposes of
this section. In addition, the Oregon Historical Society may raise additional
funds from private sources for the purposes of this section. [1999 c.1023 §3;
2003 c.303 §11]
329.495 [Formerly 335.170; repealed by 1995 c.660 §50]
329.496
Physical education participation; minimum requirements; exceptions;
professional development.
(1) Every public school student in kindergarten through grade 8 shall
participate in physical education for the entire school year. Students in
kindergarten through grade 5 shall participate in physical education for at
least 150 minutes during each school week. Students in grades 6 through 8 shall
participate in physical education for at least 225 minutes during each school
week.
(2) School districts and public charter
schools shall offer instruction in physical education that meets the academic
content standards for physical education adopted by the State Board of
Education under ORS 329.045. The instruction shall be a sequential,
developmentally appropriate curriculum that is designed, implemented and
evaluated to help students develop the knowledge, motor skills, self-management
skills, attitudes and confidence needed to adopt and maintain physical activity
throughout their lives.
(3) School districts and public charter
schools shall devote at least 50 percent of physical education class time to
actual physical activity in each school week, with as much class time as
possible spent in moderate physical activity.
(4)(a) Notwithstanding subsections (1) and
(3) of this section, a student with disabilities shall have suitably adapted
physical education incorporated as part of the individualized education program
developed for the student under ORS 343.151.
(b) Notwithstanding subsections (1) and
(3) of this section, a student who does not have an individualized education
program but has chronic health problems, other disabling conditions or other
special needs that preclude the student from participating in regular physical
education instruction shall have suitably adapted physical education
incorporated as part of an individualized health plan developed for the student
by the school district or public charter school.
(5) School districts and public charter
schools shall assess school curricula at regular intervals to measure the
attainment of the minimum number of minutes that students are required to
participate in physical education under this section.
(6) All teachers of physical education for
public school students in kindergarten through grade 8 shall be adequately
prepared and shall regularly participate in professional development activities
to effectively deliver the physical education program. [2007 c.839 §5]
Note: 329.496 becomes operative July 1, 2017, and
first applies to the 2017-2018 school year. See section 9, chapter 839, Oregon
Laws 2007.
329.498
Data related to physical education; facilities. The Department of Education shall collect
data from school districts on:
(1) The number of minutes of physical
education that are provided to students in kindergarten through grade 8 each
school week in each public school within the district;
(2) The physical capacity of public
schools to provide students in kindergarten through grade 5 with at least 150
minutes of physical education during each school week and to provide students
in grades 6 through 8 with at least 225 minutes of physical education during
each school week; and
(3) The additional facilities required by
public schools to provide physical education to students as described in
subsection (2) of this section. [2007 c.839 §1]
Note: 329.498 to 329.501 were enacted into law by
the Legislative Assembly but were not added to or made a part of ORS chapter
329 or any series therein by legislative action. See Preface to Oregon Revised
Statutes for further explanation.
329.499
Report to Legislative Assembly.
Prior to February 1 of each odd-numbered year, the Department of Education
shall report to the Legislative Assembly on the data collected under ORS
329.498 for the prior two school years. [2007 c.839 §2]
Note: See note under 329.498.
Note: Section 3, chapter 839, Oregon Laws 2007,
provides:
Sec.
3. Notwithstanding section 2
of this 2007 Act [329.499], the Department of Education is required to include
only the data collected from the 2007-2008 school year under section 1 of this
2007 Act [329.498] in the first report to the Legislative Assembly under
section 2 of this 2007 Act. [2007 c.839 §3]
329.500 [Repealed by 1953 c.306 §18]
329.501
Grants for physical education; rules. (1) The Department of Education shall award grants to school districts
and public charter schools for the purpose of meeting the physical education
requirements of ORS 329.496.
(2) A district or school that receives a
grant may use the grant to:
(a) Hire teachers who specialize in
physical education; and
(b) Provide in-service training to
teachers on the academic content standards for physical education and the
requirements of ORS 329.496.
(3) The department shall determine:
(a) The amount of a grant;
(b) The criteria for awarding a grant; and
(c) The process for awarding grants.
(4) The State Board of Education may adopt
any rules necessary to administer this section. [2007 c.839 §10]
Note: See note under 329.498.
329.505 [Formerly 335.180; repealed by 1995 c.660 §50]
329.510 [Repealed by 1953 c.306 §18]
329.520 [Repealed by 1953 c.306 §18]
329.530 [Repealed by 1953 c.306 §18]
329.535 [Formerly 336.530; repealed by 1995 c.660 §50]
329.537 [1991 c.693 §13; 1995 c.660 §49; repealed by
2007 c.858 §40]
Note: The repeal of 329.537 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.537 (2005 Edition) is set forth for the user’s convenience.
329.537
Funding for
(2) The decision to distribute funds under
this section shall be made by the State Board of Education on advice of the
329.540 [Repealed by 1953 c.306 §18]
329.545 [Formerly 336.535; repealed by 2007 c.858 §40]
Note: The repeal of 329.545 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.545 (2005 Edition) is set forth for the user’s convenience.
329.545
Policy for program. The
Legislative Assembly finds that:
(1) Because American society and the
American student are changing dramatically, schools and schooling must be
altered significantly in order to sustain their relevance and their vitality in
an increasingly challenging world;
(2) Real and fundamental change in the
structure of schools and education must emerge from the school site rather than
be imposed externally or unilaterally and should be based on professional
knowledge and a solid foundation of research;
(3) To encourage the restructuring of
schools in Oregon, the state should establish a process to allow teachers,
administrators and the public to modify or waive, or both, certain statutes,
rules and local policies and agreements in order to promote greater flexibility
in the way schools are organized, managed and financed; and
(4) In exchange for such flexibility,
teachers, administrators and the public should be held accountable to clear and
measurable standards of student learning and other educational performance.
329.555 [Formerly 336.540; 1995 c.278 §40; 1995
c.343 §28; 1995 c.660 §31; repealed by 2007 c.858 §40]
Note: The repeal of 329.555 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.555 (2005 Edition) is set forth for the user’s convenience.
329.555
(2) The purposes of this program include
the following:
(a) To encourage the restructuring of
school operations and formal relationships among teachers, administrators,
other school personnel and local citizens for purposes of improving student
achievement, including but not limited to modifications of the following:
(A) The length and structure of the school
day and the school year;
(B) Curriculum requirements;
(C) Graduation requirements;
(D) The licensing, assignment and formal
responsibilities of teachers, administrators and other school personnel;
(E) State statutes and rules and local
policies and agreements relating to educational practices, with the exception
of those that affect health, safety or constitutional rights under state or
federal law;
(F) The formal and informal relationships
between school districts and other entities, including community colleges,
four-year colleges and universities, businesses and other institutions; and
(G) The integration of traditional
services to kindergarten through grade 12 with public and privately sponsored
services, such as early childhood education, child care and assistance for
teenage parents and other at-risk youth.
(b) To encourage educators, school
districts and local citizens to establish measurable goals for educational
attainment and increased expectations for student performance, including but
not limited to improvement in such performance measures as:
(A) Student dropout rates;
(B) District, state and national
standardized tests and other assessments of student learning and educational
progress;
(C) The extent and nature of parental
involvement in school activities;
(D) Student conduct and disciplinary
actions;
(E) Student expectations and attitudes
towards learning; and
(F) Student success in college,
professional and other post-secondary programs.
329.560 [Repealed by 1953 c.306 §18]
329.565 [Formerly 336.545; repealed by 2007 c.858 §40]
Note: The repeal of 329.565 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.565 (2005 Edition) is set forth for the user’s convenience.
329.565
District eligibility for program. (1) Any district school board is eligible to submit an application for
the
(2) Applications may be made on behalf of
the following:
(a) An individual school building;
(b) Two or more school buildings within a
district;
(c) All school buildings within a
district; or
(d) A consortium consisting of two or more
school districts.
329.570 [Formerly 336.550; 1995 c.660 §32; repealed
by 2007 c.858 §40]
Note: The repeal of 329.570 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.570 (2005 Edition) is set forth for the user’s convenience.
329.570
Application; district planning committee; eligibility. (1) To the extent practicable, the
development of the application and the administration of programs under ORS
329.537 to 329.605 shall be delegated by the state and school districts to the
21st Century Schools Councils.
(2) If more than one school building is
part of an application, the 21st Century Schools Councils may elect to
establish a district planning committee to facilitate the development of its
application. A district planning committee shall consist of:
(a) Administrators and at least one school
board member to be chosen by the school board.
(b) Teachers, chosen by the exclusive
representative, in a number equal to those appointed under paragraph (a) of
this subsection.
(c) At least three public members, chosen
jointly by the other members of the committee.
(3) To participate in the
(a) Identified the school building or
buildings and, if appropriate, the school district or districts on whose behalf
the application is submitted.
(b) Established, in each school building
affected by the proposal, a 21st Century Schools Council.
(c) Agreed, at the direction of the 21st
Century Schools Councils and, if applicable, the district planning committee,
upon the following:
(A) The major activities to be carried out
as part of the project, including but not limited to the nature and extent of
the restructuring of school operations and formal relationships as described in
ORS 329.555 (2).
(B) The specified measures of student
learning and achievement, including but not limited to those described in ORS
329.555 (2) for each building affected by the application.
(C) The process by which each 21st Century
Schools Council and, where applicable, the district planning committee will
collect data and assess the progress and final performance of its program.
(4) The local district school board shall
be responsible for submitting the application and certifying that all
appropriate requirements of ORS 329.537 to 329.605 have been met.
329.575 [Formerly 336.555; 1997 c.864 §20; 2001
c.448 §2; repealed by 2007 c.858 §40]
Note: The repeal of 329.575 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.575 (2005 Edition) is set forth for the user’s convenience.
329.575
Application content. (1) All
applications for the
(a) A letter of support from the school
board and the exclusive representative of teachers in the buildings affected if
waiver of a collective bargaining obligation over mandatory subjects of
collective bargaining, a right or obligation under a collective bargaining
contract or any right under ORS 243.650 to 243.782, 342.513, 342.545, 342.553,
342.608, 342.610, 342.613 or 342.650 is required.
(b) An abstract of the nature and
objectives of the project and a description of the changes projected to occur
in the school or district, or any combination thereof, as a result of the
proposal.
(c) A description of the goals and major
activities to be carried out as part of the project, including but not limited
to the nature and extent of the restructuring of school operations and formal
relationships as described in ORS 329.555 (2). The application shall also
describe the process used to identify the goals and major activities of the
project.
(d) A list of the major student learning
and educational outcomes that are projected to occur as a result of the
project, including but not limited to those outcomes described in ORS 329.555
(2).
(e) A description of all statutes and
rules to be modified or waived to complete the activities of the project. For
each provision, the application shall include a statement describing why the
modification or waiver is warranted.
(f) A description of all district rules
and agreements that are to be modified or waived. All such provisions shall be
approved by a majority vote of each 21st Century Schools Council, the
affirmative vote of at least two-thirds of the licensed teachers in the
affected school buildings and the approval of the local district school board
and the exclusive representative of the teachers if waiver of a collective
bargaining obligation over mandatory subjects of collective bargaining, a right
or obligation under a collective bargaining contract or any right under ORS
243.650 to 243.782, 342.513, 342.545, 342.553, 342.608, 342.610, 342.613 or
342.650 is required.
(g) A budget plan for the project and
additional anticipated sources of funding, if any, including private grants and
contributions.
(h) A description of the process by which
data will be collected and assessed to measure student learning and other
educational performance attributable to the project.
(i) Letters expressing support and a
willingness to participate from community colleges and other post-secondary
institutions, where appropriate.
(j) The number of school years for which
approval is sought. The period shall be no less than one year and no more than
five years.
(k) A description of how the district
intends to share and disseminate to other school districts those practices that
prove effective.
(2) Applications shall contain all the
components of subsection (1) of this section to be eligible for approval.
(3) The application may also contain
written statements of support from parents, citizens, local businesses and
other interested individuals and organizations.
329.585 [Formerly 336.557; 1995 c.660 §33; 1997
c.864 §21; repealed by 2007 c.858 §40]
Note: The repeal of 329.585 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.585 (2005 Edition) is set forth for the user’s convenience.
329.585
District proposals. (1) In
addition to the application described in ORS 329.575 for the
(a) Modify laws, rules or policies; and
(b) Implement district or school
improvement plans.
(2) A district that applies under this
section shall submit a proposal in accordance with rules adopted by the State
Board of Education. When more than one school building is part of an
application, the board may require a demonstration in the application process
of coordination among such school buildings.
(3) A proposal submitted under this
section shall be approved by the school district board and by the exclusive
representatives of the teachers in the district if waiver of a collective
bargaining obligation over mandatory subjects of collective bargaining, a right
or obligation under a collective bargaining contract or any right under ORS
243.650 to 243.782, 342.513, 342.545, 342.553, 342.608, 342.610, 342.613 or
342.650 is required.
329.595 [Formerly 336.560; 1997 c.864 §22; repealed
by 2007 c.858 §40]
Note: The repeal of 329.595 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.595 (2005 Edition) is set forth for the user’s convenience.
329.595
Rules on applications; review of applications; recommendations to state board. (1) The
(2) The advisory committee shall review
all applications submitted under ORS 329.537 to 329.605 and recommend
applications for approval by the state board including but not limited to the
following criteria:
(a) The existence of significant,
measurable and achievable goals based on student performance;
(b) The extent to which the district has
demonstrated the need for the requested modifications and waiver of specified
statutes and rules and local policies and agreements;
(c) The extent to which the application
proposes significant changes in the structure of school operations and the
formal relationships between teachers, administrators, other school personnel
and public citizens, as described in ORS 329.555;
(d) The clarity of purpose and values
underlying the proposal;
(e) Evidence of thoroughness in identifying,
developing and projecting implementation of the proposed activities;
(f) Evidence of potential transferability
of the proposed activities and practices that are judged to be successful;
(g) A determination that modification or
waiver of statutes and rules and local policies and agreements will not be
detrimental to the health, safety or constitutional rights of students,
teachers, administrators, other school personnel or the public under state or
federal law; and
(h) A demonstration of support and
commitment from all parties to support and faithfully implement the proposal.
(3) The advisory committee may suggest
modifications in submitted applications, subject to the approval of the school
board, the exclusive representative of teachers if waiver of a collective
bargaining obligation over mandatory subjects of collective bargaining, a right
or obligation under a collective bargaining contract or any right under ORS
243.650 to 243.782, 342.513, 342.545, 342.553, 342.608, 342.610, 342.613 or
342.650 is required, and each 21st Century Schools Council involved in the
project.
(4) The state board shall consider the
recommendations of the advisory committee and make the final decisions on
approval of the applications, using the criteria contained in subsection (2) of
this section. Before making these decisions, the state board shall allow
opportunity for comment by persons submitting the applications and by the
public.
329.600 [Formerly 336.565; 1997 c.864 §23; repealed
by 2007 c.858 §40]
Note: The repeal of 329.600 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.600 (2005 Edition) is set forth for the user’s convenience.
329.600
District annual report; proposed plan amendment. (1) Each district that receives approval for
a project under the
(2) Along with its annual report, a
district may submit proposed amendments to its approved program describing
additional statutes, rules or local policies and agreements that it proposes to
waive. Such amendments must be accompanied by a statement of support from the
local school board, the exclusive representative of teachers if waiver of a
collective bargaining obligation over mandatory subjects of collective
bargaining, a right or obligation under a collective bargaining contract or any
right under ORS 243.650 to 243.782, 342.513, 342.545, 342.553, 342.608,
342.610, 342.613 or 342.650 is required, and each 21st Century Schools Council
involved in the project. The advisory committee may recommend approval of such
amendments upon a finding of satisfactory progress by the district and a
determination that all other provisions of ORS 329.537 to 329.605 have been
met.
(3) If, based upon these annual reports,
the advisory committee determines that a district’s progress is unsatisfactory,
the advisory committee may recommend to the State Board of Education that the
district be placed on probation for a one-year period. During the probationary
year, the district shall be eligible for special assistance from the Department
of Education. During the probationary year, the district shall also prepare a
contingency plan in the event it is ordered to terminate its project
prematurely.
(4) If, after the probationary period
described in subsection (3) of this section, the district’s progress is still
unsatisfactory in the judgment of the advisory committee, the advisory
committee may recommend that the state board terminate the project and
implement its plan for returning to compliance with previously waived statutes,
rules and local policies and agreements.
(5) A district may terminate its
application by submitting to the board a request for termination that has been
approved by the school board, the exclusive representative of teachers if
waiver of a collective bargaining obligation over mandatory subjects of
collective bargaining, a right or obligation under a collective bargaining
contract or any right under ORS 243.650 to 243.782, 342.513, 342.545, 342.553,
342.608, 342.610, 342.613 or 342.650 is required, and the 21st Century Schools
Councils.
329.605 [Formerly 336.570; repealed by 2007 c.858 §40]
Note: The repeal of 329.605 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.605 (2005 Edition) is set forth for the user’s convenience.
329.605
Department oversight function.
The Department of Education shall be responsible for oversight in the
implementation of approved projects. In carrying out this oversight function,
the department shall:
(1) Maintain regular contact with
educators, school building personnel and school district personnel through site
visitations, reports and other appropriate contacts.
(2) Develop and coordinate linkages
between participating school districts and other educational institutions,
including community colleges, four-year colleges and universities.
(3) Regularly collect relevant information
from participating educators, school building personnel and district personnel.
329.610 [Repealed by 1963 c.22 §2]
329.620 [Repealed by 1963 c.22 §2]
329.630 [Repealed by 1963 c.22 §2]
329.640 [Repealed by 1963 c.22 §2]
329.650 [Repealed by 1963 c.22 §2]
329.660 [Repealed by 1963 c.22 §2]
329.670 [Repealed by 1963 c.22 §2]
SCHOOL COUNCILS
AND PROFESSIONAL DEVELOPMENT PROGRAMS
329.675 [Formerly 336.705; 1995 c.660 §34; 1997
c.249 §95; 1997 c.383 §7; 2001 c.317 §1; 2007 c.858 §24; 2007 c.863 §1;
renumbered 329.788 in 2007]
329.680 [Repealed by 1963 c.22 §2]
329.685 [Formerly 336.710; repealed by 2007 c.858 §40]
Note: The repeal of 329.685 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.685 (2005 Edition) is set forth for the user’s convenience.
329.685
Policy on school goals. (1)
Further initiatives to promote educational excellence in the public schools are
of vital importance in increasing student learning and strengthening
(2) The state should encourage and assist
local school districts in their efforts to establish school goals through a
process that involves educators and members of the community and to develop
effective tools to measure progress against those goals that will increase the
public accountability of educational programs.
(3) New career opportunities for
professional development are desirable to recognize and reward those teachers
who have demonstrated mastery of teaching skills, knowledge of their subject
matter and other appropriate indicators of professional growth.
(4) The establishment of 21st Century
Schools Councils for the school district and for individual schools is
desirable to encourage new initiatives in school-based management and the
assessment of educational progress, to provide new and expanded career
opportunities for teachers and to facilitate efforts to restructure the school
workplace to provide educators with greater responsibility while increasing
their accountability.
(School
Councils)
329.690 [Formerly 336.715; 1995 c.660 §35; repealed
by 2007 c.858 §40]
Note: The repeal of 329.690 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.690 is set forth for the user’s convenience.
329.690
School Improvement and Professional Development program established. (1)
(a) The development of educational goals
for individual schools and school districts;
(b) The assessment of the educational
progress of school programs and students;
(c) The expansion of professional growth
and career opportunities for
(d) The restructuring of the school
workplace to provide teachers with responsibilities and authority commensurate
with their status as professionals;
(e) The development and coordination of
pilot programs to evaluate the viability of proposed rules, policies or
recommendations that affect professional practices associated with teaching
methods, curricula, instructional materials, instructional format and
organization, assessment and testing related to this chapter; and
(f) The identification of validated
educational research used to substantiate the rationale for initiating pilot
programs.
(2) All programs in ORS 329.675 to 329.745
and 329.788 to 329.820 are subject to the availability of funds appropriated
therefor.
329.695 [Formerly 336.720; repealed by 2007 c.858 §40]
Note: The repeal of 329.695 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.695 is set forth for the user’s convenience.
329.695
Grant applications; evaluation; duration of grant; representation in selection. (1) The School Improvement and Professional
Development program shall be administered by the Department of Education according
to rules established pursuant to ORS 329.675 to 329.745 and 329.788 to 329.820
by the State Board of Education.
(2) A school district or an education
service district, or a combination of such entities, may submit an application
to the Department of Education to receive a School Improvement and Professional
Development grant.
(3) The Department of Education shall be
responsible for evaluating district proposals according to rules and criteria
established by the State Board of Education.
(4) Grants under this program shall be
effective for one or two calendar years and are renewable. A district may apply
to continue its grant for one or two years but in no event is the district
entitled to receive more than $1,000 for each teacher for whom a grant is
received during the continuation period.
(5) In awarding grants, the Department of
Education shall work to insure a representation of school districts of
different sizes and in different geographical locations.
329.700 [Formerly 336.730; 1995 c.660 §36; 2001
c.317 §2; repealed by 2007 c.858 §40]
Note: The repeal of 329.700 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.700 is set forth for the user’s convenience.
329.700
(2)(a) The advisory committee shall
include teachers, who shall constitute a majority of the 15 members, and one
member from each of the following groups, at least one of whom must be a member
of a minority:
(A) School administrators;
(B) School board members;
(C) Education school faculty;
(D) Classified district employees;
(E) Parents of children currently in
prekindergarten through grade 12 of the public school system; and
(F) Members of the business and labor
community.
(b) The board may appoint other citizens
as considered appropriate by the board.
(3) The deadline for applications
submitted by districts for the School Improvement and Professional Development
program under ORS 329.675 to 329.745 and the mentorship program under ORS
329.788 to 329.820 shall be April 1 preceding the school year for which they
are proposed. The Department of Education shall review all applications and
shall approve or reject them no later than June 1 preceding the school year for
which they are proposed.
(4) Districts that qualify for 21st
Century Schools grants under ORS 329.537 to 329.605, School Improvement and
Professional Development program grants under ORS 329.675 to 329.745 and
mentorship program grants under ORS 329.788 to 329.820 shall receive up to
$3,000 per year for every full-time equivalent beginning teacher and
administrator deemed eligible for this program.
(5) Subject to ORS 291.232 to 291.260, the
Superintendent of Public Instruction shall distribute grants-in-aid to eligible
school districts so that at least three-quarters of the allocation due to each
eligible district is received no later than February 1 of each fiscal year and
the remainder when all required reports are filed with the Department of Education.
If underpayments or overpayments result, adjustments shall be made in the
following year.
329.704
Local 21st Century Schools Councils; duties; composition; selection; district
site committees. (1) Nothing
in this section shall interfere with the duties, responsibilities and rights of
duly elected school district boards. There shall be established at each school
a 21st Century Schools Council. The duties of a 21st Century Schools Council
shall include but not be limited to:
(a) The development of plans to improve
the professional growth of the school’s staff;
(b) The improvement of the school’s
instructional program;
(c) The development and coordination of
plans for the implementation of programs under this chapter at the school; and
(d) The administration of grants-in-aid
for the professional development of teachers and classified district employees.
(2) A 21st Century Schools Council shall
be composed of teachers, parents, classified employees and principals or the
principal’s designee, as follows:
(a) Not more than half of the members
shall be teachers;
(b) Not more than half of the members
shall be parents of students attending that school;
(c) At least one member shall be a
classified employee; and
(d) One member shall be the principal of
the building or the principal’s designee.
(3) In addition, other members may be as
the school district shall designate, including but not limited to local school
committee members, business leaders, students and members of the community at
large.
(4) Members of a 21st Century Schools
Council shall be selected as follows:
(a) Teachers shall be licensed teachers
elected by licensed teachers at the school site;
(b) Classified employees shall be elected
by classified employees at the school site;
(c) Parents shall be selected by parents
of students attending the school; and
(d) Other representatives shall be
selected by the council.
(5) If a school district board determines
that a school site is unable to fulfill the requirements of this section or if
the needs of a school site require a different composition, the school district
board shall establish the 21st Century Schools Council in a manner that best
meets the educational needs of the district.
(6) All 21st Century Schools Council
meetings shall be subject to the open meetings law pursuant to ORS 192.610 to
192.690.
(7) A school district may establish a
district site committee to assist in the administration of grants or in the
district-wide coordination of programs. [1995 c.660 §39 (enacted in lieu of
329.705); 2001 c.618 §7; 2007 c.858 §25]
Note: The amendments to 329.704 by section 25,
chapter 858, Oregon Laws 2007, first apply to the 2008-2009 school year. See
section 41, chapter 858, Oregon Laws 2007. The text that applies prior to the
2008-2009 school year is set forth for the user’s convenience.
329.704. (1) Nothing in this section shall interfere
with the duties, responsibilities and rights of duly elected school district
boards. There shall be established at each school a 21st Century Schools
Council. The duties of a 21st Century Schools Council shall include but not be
limited to:
(a) The development of plans to improve
the professional growth of the school’s staff;
(b) The improvement of the school’s
instructional program;
(c) The development and coordination of
plans for the implementation of programs under this chapter at the school;
(d) The administration of grants-in-aid
for the professional development of teachers and classified district employees;
and
(e) Advising the school district board in
the development of a plan for school safety and student discipline under
section 5, chapter 618, Oregon Laws 2001.
(2) A 21st Century Schools Council shall
be composed of teachers, parents, classified employees and principals or the
principal’s designee, as follows:
(a) Not more than half of the members
shall be teachers;
(b) Not more than half of the members
shall be parents of students attending that school;
(c) At least one member shall be a
classified employee; and
(d) One member shall be the principal of
the building or the principal’s designee.
(3) In addition, other members may be as
the school district shall designate, including but not limited to local school
committee members, business leaders, students and members of the community at
large.
(4) Members of a 21st Century Schools
Council shall be selected as follows:
(a) Teachers shall be licensed teachers
elected by licensed teachers at the school site;
(b) Classified employees shall be elected
by classified employees at the school site;
(c) Parents shall be selected by parents
of students attending the school; and
(d) Other representatives shall be
selected by the council.
(5) If a school district board determines
that a school site is unable to fulfill the requirements of this section or if
the needs of a school site require a different composition, the school district
board shall establish the 21st Century Schools Council in a manner that best
meets the educational needs of the district.
(6) All 21st Century Schools Council
meetings shall be subject to the open meetings law pursuant to ORS 192.610 to
192.690.
(7) A school district may establish a
district site committee to assist in the administration of grants or in the
district-wide coordination of programs.
329.705 [Formerly 336.745; repealed by 1995 c.660 §38
(329.704 enacted in lieu of 329.705)]
329.709 [Formerly 336.755; repealed by 2007 c.858 §40]
Note: The repeal of 329.709 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.709 is set forth for the user’s convenience.
329.709
Rules for grant applications.
(1) An eligible grant application must be submitted by a school district
according to rules prescribed by the State Board of Education. The rules shall
include, but not be limited to, the following:
(a) Except for state-operated schools, the
school district in its application shall certify that its proposal has been
approved by the school board and is consistent with existing district policies,
rules and contracts bargained under ORS 243.650 to 243.782.
(b) The administration of grant programs
under ORS 329.675 to 329.745 and 329.788 to 329.820 shall be consistent with
existing district policies, rules and contracts bargained under ORS 243.650 to
243.782.
(2) Nothing in this section is intended to
make grants under ORS 329.675 to 329.745 and 329.788 to 329.820 subject to
collective bargaining.
329.710 [Amended by 1961 c.522 §1; 1963 c.282 §10;
1963 c.544 §23; renumbered 330.080]
329.715 [Formerly 336.765; 1995 c.343 §29; repealed
by 2007 c.858 §40]
Note: The repeal of 329.715 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.715 is set forth for the user’s convenience.
329.715
Application content. To be
eligible for funding, a district’s application shall include the following:
(1) A description of a process to
formulate and adopt district and individual school building educational goals
so that such goals reflect input from a wide range of citizens in the
community.
(2) A description of how the district will
formulate and use indexes of teaching and learning conditions to measure
progress according to those goals. The indexes of teaching and learning
conditions may include, but are not limited to, such indicators as:
(a) Class size and teaching loads;
(b) A profile of the teaching and
administrative personnel, including such characteristics as years of
experience, rate of turnover and absenteeism;
(c) The frequency and nature of teacher
misassignments;
(d) The socioeconomic status of the
community;
(e) The ability and willingness of a
school district to provide financial support for the schools;
(f) Measures of student progress as
measured on school district or state assessments, or both;
(g) Attendance and drop out rates;
(h) Student conduct and disciplinary
actions;
(i) Measures of student success in
professional, college and other post-secondary programs; and
(j) Student expectations and attitudes
toward learning.
(3) A description of how the proposed
program will address the identified needs for professional growth and career
opportunities of teachers in the district.
(4) Certification by the school district
that none of the moneys received through ORS 329.675 to 329.745 and 329.788 to
329.820 shall be used to replace expenditures for existing programs for
professional growth and career opportunities.
(5) A description of how the district will
evaluate the effectiveness of its School Improvement and Professional
Development grant, using educational goals and an index of teaching and
learning conditions.
329.720 [Amended by 1961 c.522 §2; 1963 c.544 §24;
renumbered 330.085]
329.725 [Formerly 336.775; repealed by 2001 c.317 §11]
329.730 [Amended by 1957 c.310 §6; 1959 c.518 §1;
1961 c.522 §3; repealed by 1963 c.282 §16]
329.735 [Formerly 336.780; repealed by 2007 c.858 §40]
Note: The repeal of 329.735 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.735 is set forth for the user’s convenience.
329.735
Evaluation of district programs. (1) The Department of Education shall be responsible for conducting a
comprehensive evaluation of all district programs under ORS 329.675 to 329.745
and 329.788 to 329.820 and reporting to the Legislative Assembly.
(2) The evaluations shall include an
assessment of the performance of district programs as measured against those
requirements outlined in ORS 329.715.
329.740 [Renumbered 330.115]
329.745 [Formerly 336.785; repealed by 2007 c.858 §40]
Note: The repeal of 329.745 first applies to the
2008-2009 school year. See sections 40 and 41, chapter 858, Oregon Laws 2007.
329.745 (2005 Edition) is set forth for the user’s convenience.
329.745
Dedication of available funds for professional development centers. To administer ORS 329.675 to 329.745, the
Department of Education shall dedicate a portion of its funds, not to exceed 10
percent of the total appropriated for the purposes of ORS 329.675 to 329.745 to
provide for the establishment of professional development centers to:
(1) Assist school districts, teachers,
21st Century Schools Council members and others to formulate goals and indexes
of teaching and learning conditions;
(2) Provide additional professional growth
and career opportunities for teachers; and
(3) Carry out other purposes of ORS
329.675 to 329.745.
329.750 [Renumbered 330.125]
329.753 [Formerly 342.017; repealed by 1995 c.660 §50]
329.755 [1955 c.22 §1; 1957 c.89 §3; renumbered
330.135]
(Teacher
Corps)
329.757
(2) All programs in ORS 329.757 to 329.780
are subject to the availability of funds appropriated therefor. [Formerly
348.120; 1999 c.704 §5]
329.760 [Amended by 1953 c.538 §2; renumbered
330.145]
329.765
Administration of corps; rules.
(1) The Oregon Student Assistance Commission shall administer the Oregon
Teacher Corps program insofar as practicable in the same manner as the loan
program under ORS 348.050 is administered and make rules for the selection of
qualified applicants.
(2) Eligibility for the Oregon Teacher
Corps is limited to those prospective teachers whom the Oregon Student
Assistance Commission determines to have graduated, or currently rank, in the
top 20 percent of their high school or college class. The commission shall
assess each applicant’s potential for teaching through such means as essays
written by the applicant, letters of recommendations from teachers and others,
descriptions of relevant teaching experiences, and other appropriate measures.
Allowance shall be given for those applicants whom the commission determines to
be in at least one of the following categories:
(a) Minority individuals as defined in ORS
200.005;
(b) Prospective teachers in scarce
endorsement areas, as defined by the Teacher Standards and Practices
Commission; or
(c) Prospective teachers who agree to
teach in remote and difficult to serve school districts in this state.
(3) Recipients of loans under ORS 329.757
to 329.780 shall be enrolled at least half-time in an approved teacher
education program at an
329.770 [Amended by 1953 c.513 §3; renumbered
330.155]
329.775
Loans; amounts; interest; repayment; waiver of repayment. (1) Upon approval of the loan application of
an eligible student by the Oregon Student Assistance Commission, the commission
may lend an amount from the Oregon Teacher Corps Account to the student in
compliance with this section. The loan shall be evidenced by a written
obligation but no additional security shall be required. Notwithstanding any
provision in this section, the commission may require cosigners on the loans.