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OREGON DEPARTMENT OF EDUCATION





 

DIVISION 18
NETWORK OF QUALITY TEACHING
AND LEARNING
Guiding Principles
581-018-0005
Definitions
The following definitions apply to Oregon
Administrative Rules in division 18, chapter 581 that implement the Network of Quality
Teaching and Learning:
(1) “40-40-20 goal”
means the mission of Oregon’s education system as described in ORS 351.009
(2) “Achievement gap”
means the research based gap in achievement that often exists between students who
are economically disadvantaged, students learning English as a second language,
African American, Hispanic or Native American and their peers.
(3) “Network” means
the Network of Quality Teaching and Learning established by chapter 661, Oregon
Law 2013 (Enrolled House Bill 3233).
(4) “Students who are
economically disadvantaged” means students who are eligible for free or reduced
price school meals.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 16-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 30-2013, f. & cert. ef. 12-18-13
581-018-0010
Equity Lens
(1) The Department of Education will apply
the Equity Lens adopted by the Oregon Education Investment Board when administering
the network including when determining resource allocation and awarding grants and
contracts.
(2) Specifically the Department
shall consider the following:
(a) Who are the racial or ethnic
and underserved groups affected? What is the potential impact of the resource allocation
and grant or contract award to these groups?
(b) Does the decision being
made ignore or worsen existing disparities or produce other unintended consequences?
What is the impact on eliminating the opportunity gap?
(c) How does the resource allocation
or grant or contract award advance the 40-40-20 goal?
(d) What are the barriers to
more equitable outcomes? (e.g., mandated, political, emotional, financial, programmatic
or managerial)
(e) How has the Department intentionally
involved stakeholders who are also members of the communities affected by the resource
allocation or grant or contract? How does the Department validate its assessment
in paragraphs (a), (b) and (c) of this subsection?
(f) How will the Department
modify or enhance the grant or contract to ensure each learner and communities’
individual and cultural needs are met?
(g) How is the Department collecting
data on race, ethnicity, and native language relating to the grants and contracts?
(h) What is the Department’s
commitment to P-20 professional learning for equity? What resources is the Department
allocating for training in cultural responsive instruction?
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 16-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 30-2013, f. & cert. ef. 12-18-13
581-018-0020
Timelines and Performance Measures
Recipients of network grant or contract
funds shall meet timelines, performance measures and other requirements related
to the accumulation and evaluation of data collected as required by the Oregon Education
Investment Board and the Oregon Department of Education.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 16-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 30-2013, f. & cert. ef. 12-18-13
School District Collaboration Grant
Program
581-018-0100
Definitions
The following definitions apply to 581-018-0100
to 581-018-0125:
(1) “Blueprints”
means a description of the components of a school district’s strategies for
implementation and integration of the four areas: career pathways, evaluation processes,
compensation models and enhanced professional development for teachers and administrators.
(2) “Career pathways”
means descriptions of professional career achievement and advancement (e.g., Novice,
Emerging Professional, Master Teacher) or specialized roles (e.g., Mentor Teacher,
Master Teacher), and opportunities to increase professional responsibilities.
(3) “Compensation models”
means alternative salary advancement systems based on a variety of elements aside
from seniority (e.g., weighed systems based on professional involvement, increased
expertise).
(4) “Design grants”
means grants intended for districts or consortia of districts to create blueprints
for implementation that integrate the four areas of: career pathways, evaluation
processes, compensation models and enhanced professional development.
(5) “Enhanced professional
development” means professional learning opportunities that are ongoing, collaborative
in nature, and aligned to the needs of educators identified through the evaluation
process and student data.
(6) “Evaluation processes”
means an educator performance evaluation system based on collaboration, that includes,
but is not limited to standards of professional practice, four-level rubrics, multiple
measures of professional practice, professional responsibilities and student learning
and growth, an evaluation and growth cycle and professional learning aligned to
student and educator performance data.
(7) “Implementation Grants”
means grants intended for districts or consortia of districts to implement their
blueprint designs.
Stat. Auth.: ORS 329.838
Stats. Implemented: ORS 329.838
Hist.: ODE 18-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 33-2013, f. & cert. ef. 12-18-13
581-018-0105
Eligibility
(1) The following shall be eligible to
receive a School District Collaboration Grant:
(a) School districts;
(b) Consortium of school districts.
(2) To be eligible for a design
grant:
(a) Districts must not have
received a federal Teacher Incentive Fund (TIF) grant; and
(b) Districts must not be receiving
CLASS grant dollars during the school year for which the funds received under the
application for a design grant would be expended.
(3) To be eligible for an implementation
grant:
(a) Districts must not have
received a federal Teacher Incentive Fund (TIF) grant; and
(b) Districts must not have
received three or more years of implementation funding from either the Creative
Leadership Achieves Student Success (CLASS) or the District Collaboration Fund;
and
(c) Districts must not be receiving
CLASS grant dollars during the school year for which the funds received under the
application for a design or implementation grant would be expended.
Stat. Auth.: ORS 329.838
Stats. Implemented: ORS 329.838
Hist.: ODE 18-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 33-2013, f. & cert. ef. 12-18-13
581-018-0110
Criteria
(1) The Oregon Department of Education
shall establish a request for proposal solicitation and approval process to be conducted
each biennium for when District Implementation and Design Collaboration grant funds
are available. The Department shall notify eligible applicants of the proposal process
and the due dates, and make available necessary guidelines and application forms.
(2) All proposals must comply
with the requirements of ORS 329.838 and 342.950 and rules adopted to implement
those laws. Grants shall be awarded based on whether the grant application identifies
how the funds will be used to improve education outcomes identified by the Department
of Education or set forth in ORS 351.009.
(3) Prior to applying for a
grant, the school district must receive the approval to apply for the grant from:
(a) The exclusive bargaining
representative for the teachers of the school districts, or if the teachers are
not represented by an exclusive bargaining representative, from the teachers of
the school districts;
(b) The chairperson of the school
district board; and
(c) The superintendent of the
school district.
(4) Districts shall establish
a collaborative leadership team to oversee the design and implementation process.
The collaborative leadership team shall include the exclusive bargaining representative
for the teachers of the school district or, if the teachers are not represented
by an exclusive bargaining representative, the teachers of the school district.
(5) Districts shall display
readiness and eligibility for an implementation grant by submitting detailed blueprints,
developed collaboratively by teachers, administrators, and the teacher bargaining
unit, in the four required areas:
(a) Career pathways processes
for teachers and administrators;
(b) Evaluation processes for
teachers and administrators;
(c) Compensation models for
teachers and administrators, and
(d) Enhanced professional development
opportunities for teachers and administrators.
(6) The Department of Education
shall award design and implementation grants based on the evaluation of the district
application, eligibility criteria, and the following considerations:
(a) Geographic location of districts
to insure geographic diversity within the recipients of grant program funds throughout
the state;
(b) Districts that have an achievement
gap as defined in 581-018-0005;
(c) Districts that have a high
level of economically disadvantaged students as defined in 581-018-0005.
Stat. Auth.: ORS 329.838

Stats. Implemented: ORS 329.838

Hist.: ODE 18-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 33-2013, f. & cert. ef. 12-18-13;
ODE 18-2015(Temp), f. 9-25-15, cert. ef. 9-28-15 thru 3-15-16
581-018-0115
Design Grant Funding
(1) The Department of Education shall determine
for each fiscal year the portion of the funds available for the School District
Collaboration Grant Program that will be distributed as design grants.
(2) Based on the review of grant
applications, the Department may not award a design grant to each district that
is less than $20,000 or exceeds $50,000.
Stat. Auth.: ORS 329.838
Stats. Implemented: ORS 329.838
Hist.: ODE 18-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 33-2013, f. & cert. ef. 12-18-13
581-018-0120
Implementation Grant Funding
(1) The Department of Education shall determine
for each fiscal year the total amount available for distribution to school districts
as implementation grants.
(2) The Department of Education
shall determine the grant amount to be awarded to each district that is eligible
to receive a grant based on the following formula: Grant Amount = school district
ADMw x (the total amount available for distribution for an implementation grant
in a fiscal year through the School District Collaboration Grant Program / the total
ADMw of the School Districts that receive an implementation grant for the fiscal
year.
(3) Notwithstanding subsection
(2) of this section, a school district may receive a grant for an amount that is
10 percent more than the amount calculated under subsection (2) of this section
if the Department approves a school district’s supplemental plan to design
and implement new approaches to improve student achievement that are in addition
to the approaches identified in OAR 581-015-0110(5) and that are research-based
best practices.
(4) In addition to any amounts
received under subsections (2) and (3), a school district that has an average daily
membership of less than 1,500 may receive a supplemental amount of up to $50,000
if:
(a) The supplemental amount
is used for expenses incurred in relation to a grant manager who:
(A) Manages the use of a grant
received under this paragraph;
(B) Supports the school district’s
committees related to the grant;
(C) Monitors and measures the
implementation of new approaches funded by the grant;
(D) Ensures timely and accurate
communications with educators in the school district;
(E) Completes all Department
of Education requirements related to the grant; and
(F) Attends meetings and collaborates
with other school districts; and
(b) The total of the implementation
grant and the supplemental amount does not exceed $150,000.
Stat. Auth.: ORS 329.838

Stats. Implemented: ORS 329.838

Hist.: ODE 18-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 33-2013, f. & cert. ef. 12-18-13;
ODE 18-2015(Temp), f. 9-25-15, cert. ef. 9-28-15 thru 3-15-16
581-018-0125
Reporting
(1) Districts shall meet timelines,
performance measures and other requirements related to the accumulation and evaluation
of data collected as required by the Oregon Department of Education.
(2) Districts shall submit
interim and final grant reports describing progress toward grant requirements and
goals as defined by the Department of Education.
(3) Districts shall share
lessons learned and school district models on the design and implementation of the
four blueprint areas.
(4) The Department of Education
shall disseminate best practices from the grant districts to districts statewide.
Stat. Auth.: ORS 329.838

Stats. Implemented: ORS 329.838

Hist.: ODE 18-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 33-2013, f. & cert. ef. 12-18-13;
ODE 18-2015(Temp), f. 9-25-15, cert. ef. 9-28-15 thru 3-15-16
 
Beginning Teacher and Administrator
Support Program
581-018-0130
Definitions
The following definitions apply to Oregon
Administrative Rules 581-018-0130 through 581-018-0151 unless the context requires
otherwise:
(1) "Administrator's Present
Position" means being assigned in the role as a principal or a superintendent.
(2) "Beginning Administrator"
means a principal or superintendent who:
(a) Possesses an administrative
license issued by the Teacher Standards and Practices Commission;
(b) Is employed as a principal
or superintendent by a school district; and
(c) Has been assigned for fewer
than two school years in the administrator's present position.
(3) "Beginning Teacher" means
a teacher who:
(a) Possesses a teaching license
issued by the Teacher Standards and Practices Commission;
(b) Is employed at least half
time, primarily as a classroom teacher, by a school district; and
(c) Has taught fewer than two
school years, as a licensed teacher in any public, private, or state-operated school.
(4) "Classroom Teachers" means
all teachers who provide direct instruction to students.
(5) "District" means a school
district, an education service district, a state-operated school, or any legally
constituted combination of such districts.
(6) "Mentor " means an individual
who:
(a) Is an acting or retired
teacher, principal or superintendent;
(b) Has met established best
practice and research-based criteria as defined by the State Board of Education
by rule
(c) Possesses a teaching or
administrative license issued by the Teacher Standards and Practices Commission;
(d) Has successfully served
for five or more years as a licensed teacher, principal or superintendent in any
public school; and
(e) Has been selected and trained
as described in ORS 329.815.
(7) "Mentorship program" means
a program provided by a mentor to a beginning teacher or administrator that includes,
but is not limited to, direct classroom observation and consultation; assistance
in instructional planning and preparation; support in implementation and delivery
of classroom instruction; development of school leadership skills and other assistance
intended to assist the beginning teacher or administrator to become a confident
and competent professional educator who makes a positive impact on student learning.
(8) "Teacher" means a licensed
employee of a common or union high school district, an employee of an education
service district or a state-operated school who has direct responsibility for instruction,
coordination of educational programs or supervision of teachers and who is compensated
for 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 certificate.
(9) “Mentoring”
means a professional relationship between an educator and a skilled mentor. In a
confidential and trusting partnership, the mentor supports the educator to transform
practice through a process of reflection and inquiry. The goals of this collaborative
and continuous work are: to accelerate instructional practice, ensure equitable
learning for all students, retain effective educators, and empower educational leaders.
(10) “Culturally or Linguistically
Diverse” means characteristics of a person, including:
(a) Origins in any of the black
racial groups of Africa but is not Hispanic;
(b) Hispanic in culture or origin,
regardless of race;
(c) Origins in any of the original
peoples of the Far East, Southeast Asia, the Indian subcontinent or the Pacific
Islands;
(d) Origins in any of the original
peoples of North American, including American Indians or Alaskan Natives; or
(e) A first language that in
not English.
Stat. Auth.: ORS 326.051 & 329.795
Stats. Implemented: ORS 329.790
- 329.820
Hist.: EB 18-1988, f. &
cert. ef. 3-16-88; EB 9-1990, f. & cert. ef. 1-30-90; ODE 2-2008, f. & cert.
ef. 1-25-08; Renumbered from 581-020-0065 by ODE 43-2014, f. & cert. ef. 12-4-14;
Renumbered from 581-020-0065 by ODE 1-2015, f. & cert. ef. 1-26-15; ODE 13-2015(Temp);
f. & cert. ef. 7-15-15 thru 1-10-16
581-018-0133
Mentoring Program Standards
(1) Districts applying for an Oregon Beginning
Teacher and Administrator Mentoring Program Grant shall align mentoring programs
with the Mentoring Program Standards.
(2) Mentoring Program Standards
describe the structures and functions, processes, and effective practices necessary
for a quality program. Effective mentoring is foundational to a quality program.
An essential element of a mentoring program is a professional mentor who understands
and utilizes the skills, strategies and tools necessary for the continuous development
of teachers and administrators.
(a) Program: Districts are
committed to integrating and sustaining comprehensive mentor programs targeting
quality teaching and learning that aligns with other district and state initiatives
and goals.
(A) Program Administration,
Collaboration, and Communication: Quality mentor programs provides structures to
assure a cohesive system for mentoring that is s supported at all levels. A Quality
Mentor Program:
(i) Has a designated leader
with sufficient resources, authority, knowledge and experience to guide program
implementation and accountability.
(ii) Includes system-wide leadership.
(iii) Involves collaboration
and coordination among program leaders and stakeholders to ensure that program goals
and practices align with teacher preparation programs, educator professional learning,
evaluation systems and other P-20 initiatives.
(iv) Develops and maintains
structures and systems to promote two-way communication and stakeholder involvement.
(B) Leadership Engagement: Quality
mentor programs require involved and informed leaders. Leaders in a Quality Mentor
Program:
(i) Provide resources and conditions
required to promote and improve teacher and administrator success.
(ii) Engage in professional
learning in how best to support teachers and administrators.
(iii) Collaborate and coordinate
with other mentor program leaders across the state.
(C) Program Assessment and Evaluation:
Quality mentor programs collect data to evaluate and improve program effectiveness.
A Quality Mentor Program:
(i) Purposefully and systematically
collects data, using multiple measures, to demonstrate implementation, impact, and
areas for continuous improvement.
(ii) Continuously and systematically
shares evaluation findings with stakeholders1 to inform decision-making and accountability.
(b) Processes: Mentoring processes
are characterized by collaborative cycles of inquiry that provide for standards
based feedback loops leading to measurable outcomes and practices for the success
of all students.
(A) Roles and Responsibilities:
A quality mentor program carefully selects and assigns participants and clearly
defines roles. A Quality Mentor Program:
(i) Has a formal, rigorous and
timely process for recruiting and selecting mentors based on criteria consistent
with the roles and responsibilities of mentoring.
(ii) Defines and communicates
mentor roles and responsibilities that are focused on the continuous development
of teacher and administrator practice.
(iii) Utilizes a standards based
system of ongoing assessment for mentor growth and accountability.
(B) Professional Learning: Quality
mentor programs expand the knowledge and refine the practice of mentors and mentees
through a collaborative process, supported by research. A Quality Mentor Program:
(i) Establishes learning communities
engaged in professional learning, problem-solving, and evidenced based collaborative
inquiry for mentors, as well as teacher and administrator mentees.
(ii) Ensures participants apply
new learning to mentoring practice through engaging in goal-setting and reflection,
implementing inquiry action plans, and analyzing data.
(iii) Facilitates professional
learning that is guided by research, standards, local priorities and the developmental
needs of mentors, as well as teacher and administrator mentees.
(C) Teacher and Administrator
Assessment: Quality mentor programs utilize a data based cycle of inquiry to assess
effective instructional and leadership practices. A Quality Mentor Program:
(i) Includes self-reflection,
goal setting, observations, and formative assessments.
(ii) Is designed to accelerate
educator effectiveness to ensure that every student is ready for college, careers
and engaged citizenship.
(iii) Includes multiple sources
of evidence to assess teacher and administrator mentees’ strengths and areas
for growth and guide professional learning.
(c) Professional Practice:
(A) Instructional and Leadership
Practices: Quality mentor programs accelerate the professional practice of beginning
educators to positively impact student achievement. A Quality Mentor Program:
(i) Fosters self-reflection
among teacher and administrator mentees to accelerate growth based on Oregon professional
teaching or administrative standards.
(ii) Supports knowledge of curriculum
standards, grade level and subject standards, pedagogy and performance levels for
students.
(iii) Strengthens the ability
of teacher and administrator mentees to analyze data in order to plan and differentiate
instruction and programs.
(iv) Develops teacher and administrator
mentees’ knowledge and application of the physical, cognitive, emotional and
social well-being of students.
(v) Supports collaborative partnerships
among educators, families, and the community.
(B) Equity, Cultural Competence
and Universal Access: Quality mentor programs foster and develop culturally competent
educators. A Quality Mentor Program:
(i) Supports teachers and administrator
mentees’ knowledge of the cultural, gender, racial, ethnic, and socioeconomic
characteristics of their classrooms, schools and community.
(ii) Expands teachers and administrators’
self-awareness of cultural competency and how that impacts their learning, teaching
and leadership.
(iii) Demonstrates a commitment
to equity by developing culturally inclusive practices in teachers and administrators.
Stat. Auth.: ORS 326.051 & 329.795
Stats. Implemented: ORS 329.790
- 329.820
Hist.: ODE 43-2014, f. &
cert. ef. 12-4-14
581-018-0136
Pertaining to Beginning Teacher and
Administrator Mentorship Program
The State Board of Education shall establish
a beginning teacher and administrator mentorship program to provide eligible beginning
teachers and administrators in the state with continued and sustained support from
a formally assigned mentor teacher or administrator. The legislative assembly finds
that:
(1) The quality of teaching
and administration in the public schools is of vital importance to the future of
Oregon;
(2) Oregon has a special interest
in insuring that the induction of beginning teachers and administrators into their
profession enhances their professional growth and development by making a positive
impact on student learning for all students, to help close the achievement gap;
(3) The formal assignment of
mentors who have demonstrated the appropriate subject matter knowledge and teaching
and administrative skills will substantially improve the induction and professional
growth of beginning teachers in the state as well as provide mentors with additional
and valuable opportunities to enhance their own professional growth ;
(4) Teachers and administrators
who receive research-based, relevant mentoring produce students with a higher rate
of achievement;
(5) School districts that have
teacher mentoring have a higher rate of retention among teachers; and
(6) Administrators who receive
mentoring improve their effectiveness as administrators and continue to improve
throughout their careers.
Stat. Auth.: ORS 326.051 & 329.795
Stats. Implemented: ORS 329.790
- 329.820
Hist.: EB 18-1988, f. &
cert. ef. 3-16-88; EB 9-1990, f. & cert. ef. 1-30-90; ODE 2-2008, f. & cert.
ef. 1-25-08; Renumbered from 581-020-0060 by ODE 43-2014, f. & cert. ef. 12-4-14
581-018-0139
The Selection, Nature and Extent
of Duties of Mentor Teachers
(1) The selection, nature and extent of
duties of mentors shall be determined by the school district based on the requirements
of ORS 329.790 to 329.820.
(2) No teacher, principal or
superintendent shall be designated as a mentor unless willing to perform in that
role;
(3) No mentor shall participate
in the evaluation of a beginning teacher or administrator for purposes of actions
taken under ORS 342.805 to 342.937;
(4) Written or other reports
of a mentor regarding a beginning teacher or administrator may not be used in the
evaluation of beginning teacher or administrator.
(5) Each mentor shall complete
successfully a training provided by the Oregon Department of Education or approved
according to criteria established by the Department of Education while participating
in the beginning teacher and administrator mentorship program;
(6) The grant received for each
beginning teacher or administrator may be used by the district to compensate mentors
or to compensate other individuals assigned duties to provide release time for teachers,
principals or superintendents acting as mentors.
Stat. Auth.: ORS 326.051 & 329.795
Stats. Implemented: ORS 329.790
- 329.820
Hist.: EB 18-1988, f. &
cert. ef. 3-16-88; EB 9-1990, f. & cert. ef. 1-30-90; ODE 3-2008, f. & cert.
ef. 1-25-08; Renumbered from 581-020-0085 by ODE 43-2014, f. & cert. ef. 12-4-14
581-018-0142
Eligibility
(1) There is established a beginning teacher
and administrator mentorship program to provide eligible beginning teachers and
administrators in this state with a continued and sustained mentorship program from
a formally assigned mentor.
(2) Any district is eligible
to apply to participate in the beginning teacher and administrator mentorship program.
Grants may be subject to application, evaluation, approval by the Oregon Department
of Education, and the legislative appropriation of funds.
(3) A school district may enter
into a partnership with another school district, an institution of higher education,
an education service district or another organization to operate jointly a beginning
teacher and administrator support program if:
(a) All moneys received as grants-in-aid
for the mentorship program are administered by the participating school district
to provide direct services to beginning teachers and administrators; and
(b) All other requirements of
ORS 329.790 to 329.820 are met.
(4) The awarding of grants under
OAR 581-020-0080 is subject to the availability of funds appropriated therefore.
Stat. Auth.: ORS 326.051 & 329.795
Stats. Implemented: ORS 329.790
- 329.820
Hist.: EB 18-1988, f. &
cert. ef. 3-16-88; EB 9-1990, f. & cert. ef. 1-30-90; ODE 2-2008, f. & cert.
ef. 1-25-08; Renumbered from 581-020-0070 by ODE 43-2014, f. & cert. ef. 12-4-14
581-018-0145
Grant Application
Each district that wishes to participate
in the beginning teacher and administrator mentorship program shall submit a formal
application to the Department of Education. The application shall include:
(1) A description of the priorities
to be addressed by moneys received by a school district for the mentorship program,
including:
(a) Efforts to increase the
number of culturally and linguistically diverse educators hired; and
(b) Efforts to close the cultural
and linguistic gap between the demographics of the district’s teachers and
administrators with the demographics of the students served by the school district.
(2) The names of all eligible
beginning teachers and administrators employed by the district and a description
of their assignments and;
(3) A description of the proposed
mentorship program, which must provide at least 75-90 hours of frequent contact,
totaling a minimum of 90 hours between mentors and beginning teachers and administrators,
throughout the school year.
(4) A description of the research
based training that will be provided to mentors and beginning teachers and administrators.
(5) A description of how the
training will build relationships of trust and mutual collaboration with beginning
teachers and administrators.
(6) A description of the professional
development mentors will receive before the school year begins and throughout the
school year.
(7) A school district shall
certify in the application that no eligible beginning professional educators are
or may be under a conditional license, except as provided for by rules of the Teacher
Standards and Practices Commission.
Stat. Auth.: ORS 326.051 & 329.795
Stats. Implemented: ORS 329.790
- 329.820
Hist.: EB 18-1988, f. &
cert. ef. 3-16-88; EB 9-1990, f. & cert. ef. 1-30-90; ODE 2-2008, f. & cert.
ef. 1-25-08; Renumbered from 581-020-0075 by ODE 43-2014, f. & cert. ef. 12-4-14;
ODE 13-2015(Temp); f. & cert. ef. 7-15-15 thru 1-10-16
581-018-0148
Funding
(1) Subject to ORS 291.230 to 291.260,
the Department of Education shall distribute grants-in-aid to qualifying school
districts to offset the costs of beginning teacher and administrator mentorship
programs. A qualifying district shall receive annually an amount that is aligned
with evidence-based best practices for beginning teachers and administrators approved
for support.
(2) If the funds are insufficient
for all eligible proposals, the Department of Education shall award grants on a
competitive basis taking into consideration:
(a) Successful or promising
efforts to increase the number of culturally and linguistically diverse educators
hired; and
(b) Closing the cultural and
linguistic gap between demographics of the district’s teachers and administrators
and the demographics of students served by of the school district; and
(3) Whether the school district
is a small school district or serves a rural community, geographic and demographic
diversity.
Stat. Auth.: ORS 326.051 & 329.795
Stats. Implemented: ORS 329.790
- 329.820
Hist.: EB 18-1988, f. &
cert. ef. 3-16-88; EB 36-1988, f. & cert. ef. 8-5-88; EB 9-1990, f. & cert.
ef. 1-30-90; EB 25-1990(Temp), f. & cert. ef. 5-18-90; ODE 2-2008, f. &
cert. ef. 1-25-08; Renumbered from 581-020-0080 by ODE 43-2014, f. & cert. ef.
12-4-14; Renumbered from 581-020-0080 by ODE 1-2015, f. & cert. ef. 1-26-15;
ODE 13-2015(Temp); f. & cert. ef. 7-15-15 thru 1-10-16
581-018-0151
Violation and Penalty
A district that is determined by the Department
of Education to be in violation of one or more of the requirements of OAR 581-020-0060
through 581-020-0085 may be required to refund all grants-in-aid moneys distributed
under 581-020-0080. The amount of penalty shall be determined by the State Board
of Education.
Stat. Auth.: ORS 326.051 & 329.795
Stats. Implemented: ORS 329.790
- 329.820
Hist.: EB 18-1988, f. &
cert. ef. 3-16-88; ODE 3-2008, f. & cert. ef. 1-25-08; Renumbered from 581-020-0090
by ODE 43-2014, f. & cert. ef. 12-4-14
Closing the Achievement Gap for
African American Students Grant
581-018-0200
Definitions
The following definitions apply to OAR
581-018-0200 to 581-018-0225:
(1) “Dual-Language/Two-Way
Bilingual Grant” means the Grant established in OAR 581-018-0205 to implement
section 1(3)(f), chapter 661, Oregon Laws 2013 (Enrolled House Bill 3233).
(2) “Dual-Language”
means instruction in English and a targeted language.
(3) “Two-Way Bilingual”
means two-way programs that have the demographics to invite native-English-speaking
students to join their bilingual and English Language Learner peers in an integrated
bilingual classroom.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 17-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 32-2013, f. & cert. ef. 12-18-13
581-018-0205
Establishment
(1) There is established the Dual-Language/Two-Way
Bilingual Grant to support school districts and public charter schools to design,
implement and improve dual language/two-way bilingual programs. The programs assist
students in becoming academically proficient in two languages by providing research
based enrichment schooling that closes the academic achievement gap in English and
continues to develop a student’s first language.
(2) Subject to available funds,
the grants will be awarded for three years and in three phases:
(a) Planning phase.
(b) Implementation phase.
(c) Program evaluation phase.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 17-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 32-2013, f. & cert. ef. 12-18-13
581-018-0210
Eligibility
(1) The following entities shall be eligible
to receive the Dual-Language/Two-Way Bilingual Grant:
(a) School districts;
(b) Public charter schools;
and
(c) Consortium of school districts,
public charter schools, non-profit organizations or post-secondary institutions.
Each consortium must have at least one school district or public charter school
as a member.
(2) A single grant proposal
may include more than one eligible applicant, but the fiscal agent must be one of
the eligible applicants identified in subsection (1)(a) or (b) of this rule.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 17-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 32-2013, f. & cert. ef. 12-18-13
581-018-0215
Criteria
(1) The Oregon Department of Education
shall establish a request for proposal solicitation and approval process to be conducted
each biennium for which the Dual-Language/Two-Way Bilingual grant funds are available.
All proposals must comply with the requirements of section 1, chapter 661, Oregon
Laws 2013 (Enrolled House Bill 3233) and rules adopted to implement that section.
(2) Grants shall be awarded
based on the following criteria:
(a) Whether the grant application
identifies how the funds will be used to reach the 40-40-20 goal and improve education
outcomes identified by the Oregon Education Investment Board as contained in the
achievement compact of the applicant.
(b) Whether the grant application
demonstrates school district or public charter school support, commitment and readiness
to design a Dual Language/Two-Way Bilingual Grant program.
(3) The Department shall give
priority to proposals that meet the minimum criteria and:
(a) Provide a sustainability
plan to continue the program for at least two additional years after the third year
of the grant.
(b) The extent to which the
applicant clearly documents its capacity to implement and carry out the Dual-Language/Two-Way
Bilingual program, including demonstrated intentions to work in a collaborative
way with other grantees.
(4) The Department of Education
shall allocate funds for the grant program based on the evaluation of the grant
application and the following considerations:
(a) Geographic location of district
to insure geographic diversity within the recipients of grant program funds throughout
the state;
(b) Districts who have achievement
gap between subgroup populations;
(c) Districts who have a high
level of students who are economically disadvantaged; and
(d) Give preference to entities
that have demonstrated success in improving student outcomes.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 17-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 32-2013, f. & cert. ef. 12-18-13
581-018-0220
Funding
(1) Each grantee may receive up to $120,000
which shall be awarded as following:
(a) 25 percent of the grant
amount in year one for the planning phase.
(b) 50 percent of the grant
amount in year two for the implementation phase.
(c) 25 percent of the grant
amount in year two for year three for the program evaluation phase.
(2) Grantees shall use funds
received for the planning phase to engage administrators, teachers, parents and
the community in the planning of the program with a focus on building school and
school district capacity to sustain efforts.
(3) Grantees must be able to
expend the funds for allowable purposes specified in the request for proposal within
the grant timeline according to acceptable accounting procedures.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 17-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 32-2013, f. & cert. ef. 12-18-13
581-018-0225
Reporting
The Oregon Department of Education shall
provide to grant recipients a template for an interim and final grant report. Grantees
are required to submit a final report prior to receiving their final request for
funds.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 17-2013(Temp),
f. & cert. ef. 8-15-13 thru 2-11-14; ODE 32-2013, f. & cert. ef. 12-18-13
581-018-0250
Definitions
The following definitions apply to OAR
581-018-0205 to 581-018-0275:
(1) “Achievement gap”
means the research-based gap in achievement that often exists between students who
are economically disadvantaged, students learning English as a second language and
students who are African American, Hispanic or Native American and their peers.
(2) “African American”
means persons from African descent living in America; also referred to in census
data as “Black.”
(3) “Closing the Achievement
Gap for African American Students Grant” means the Grant established in OAR
581-018-0205 to implement section 1(3)(f), chapter 661, Oregon Laws 2013 (Enrolled
House Bill 3233).
(4) “Non-profit organization”
means:
(a) An organization established
as a nonprofit organization under the laws of Oregon; and
(b) Qualifies as an exempt organization
under section 501(c)(3) of the Internal Revenue Code as defined in ORS 314.011.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 24-2013(Temp),
f. & cert. ef. 10-18-13 thru 4-16-14; ODE 34-2013, f. & cert. ef. 12-18-13
581-018-0255
Establishment
(1) There is established the Closing the
Achievement Gap for African American Students Grant to support nonprofit organizations
who are working to design, implement, improve, expand, or otherwise revise programming
and services for African American students. The programs and services assist African
American students by offering unique opportunities to make strong home, school,
and community connections in an effort to increase academic achievement and personal
well-being. Research suggests that community organizations are positioned to provide
targeted support to learners who are sometimes neglected in traditional school systems.
(2) Subject to available funds,
the grants will be awarded for one year based on a detailed description of proposed
programming or services. This can include but is not limited to:
(a) Planning phase.
(b) Implementation phase.
(c) Program evaluation phase.
(3) The purpose of the grant
program is to provide funds to non-profit organizations that understand the unique
needs of African American students, who have the potential to become exemplar programs
and who can create collaborative practices around:
(a) Strengthening ties between
home, school, and community;
(b) Creating space for active
parent participation;
(c) Innovative programming that
focuses on closing achievement gaps for African American students;
(d) Training or professional
development for parents, educators, and interested community entities on closing
achievement gaps for African American students;
(e) Literacy initiatives for
closing achievement gaps for African American students; and
(f) College and career readiness
and transition to college or career.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 24-2013(Temp),
f. & cert. ef. 10-18-13 thru 4-16-14; ODE 34-2013, f. & cert. ef. 12-18-13
581-018-0260
Eligibility
(1) To be eligible to receive the Closing
the Achievement Gap for African American Students Grant an organization must:
(a) Be a non-profit organizations;
and
(b) Provide data to the Department
of Education documenting that the majority of the students served through programming
and resources by the organization are African American.
(2) A single grant proposal
may include more than one eligible applicant, but the fiscal agent must be one of
the eligible applicants identified in subsection (1) of this rule.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 24-2013(Temp),
f. & cert. ef. 10-18-13 thru 4-16-14; ODE 34-2013, f. & cert. ef. 12-18-13
581-018-0265
Criteria
(1) The Oregon Department of Education
shall establish a request for proposal solicitation and approval process to be conducted
for the Closing the Achievement Gap for African American Students Grant funds. All
proposals must comply with the requirements of section 1, chapter 661, Oregon Laws
2013 (Enrolled House Bill 3233) and rules adopted to implement that section.
(2) Grants shall be awarded
based on the following criteria:
(a) Whether the grant application
identifies how the funds will be used to reach the 40-40-20 goal and improve education
outcomes for African American students as identified by the Oregon Education Investment
Board Equity Lens document.
(b) Whether the grant applicant
demonstrates support, commitment and readiness to design or revise programming specifically
for African American students.
(3) The Department shall give
priority to proposals that meet the minimum criteria and:
(a) Provide a sustainability
plan to continue the program for at least two years after the grant funding has
ended.
(b) The extent to which the
applicant clearly documents its capacity to implement and carry out programming
and services for closing the achievement gap for African American student populations,
including demonstrated intentions to work in a collaborative way with school districts,
other non-profits or post-secondary institutions.
(4) The Department of Education
shall allocate funds for the grant program based on the evaluation of the grant
application and the following considerations:
(a) Geographic location of the
non-profit organization to insure geographic diversity within the recipients of
grant program funds throughout the state;
(b) Organizations who have documented
evidence of serving a primarily African American student population;
(c) Organizations who have a
high level of students who are economically disadvantaged; and
(d) Give preference to entities
that have demonstrated success in improving student outcomes.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 24-2013(Temp),
f. & cert. ef. 10-18-13 thru 4-16-14; ODE 34-2013, f. & cert. ef. 12-18-13
581-018-0270
Funding
(1) Each grantee may receive up to $100,000
which shall be awarded during the following phases based on a detailed budget narrative
and budget template:
(a) Planning phase.
(b) Implementation phase.
(c) Evaluation phase.
(2) Grantees shall use funds
received for the planning, implementation, and evaluation phrases of the grant for
activities outlined in the request for proposal.
(3) Grantees must be able to
expend the funds for allowable purposes specified in the request for proposal within
the grant timeline according to acceptable accounting procedures.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 24-2013(Temp),
f. & cert. ef. 10-18-13 thru 4-16-14; ODE 34-2013, f. & cert. ef. 12-18-13
581-018-0275
Reporting
The Oregon Department of Education shall
provide to grant recipients a template for an interim and final grant report. Grantees
are required to submit a final report prior to receiving their final request for
funds.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB 3233)
Stats. Implemented: 2013
OL Ch. 661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 24-2013(Temp),
f. & cert. ef. 10-18-13 thru 4-16-14; ODE 34-2013, f. & cert. ef. 12-18-13
581-018-0300
Definitions
The following definitions apply to 581-018-0300
to 581-018-0325:
(1) “Common Core State
Standards (CCSS)” means a coherent progression of learning expectations in
English language arts and mathematics designed to prepare K–12 students for
college and career success. CCSS were adopted by the Oregon State Board of Education
in 2010.
(2) “Educator Effectiveness”
means expectations for educators defined by the Core Teaching Standards established
in Senate Bill 290 to improve student academic growth. Teacher effectiveness is
defined by the Model Core Teaching Standards and administrator effectiveness is
defined by the Oregon Educational Leadership/Administrator Standards adopted by
the State Board of Education in 2011.
(3) “Oregon Framework
for Teacher and Administrator Evaluation and Support Systems” means the state
guidelines developed by the Oregon Department of Education and stakeholders that
incorporates the requirements of Senate Bill 290 and the federal requirements of
the Elementary and Secondary Education Act (ESEA) Flexibility Waiver for educator
evaluation and support systems.
(4) “Regional Peer Review
Panels” means the process required in Oregon’s ESEA Flexibility Waiver
in which the Department of Education will ensure that each district is fully implementing
educator evaluation systems and providing feedback and support to districts.
(5) “Achievement gap”
means the gap in achievement that often exists between students who are economically
disadvantaged, students learning English as a second language, African American,
Hispanic or Native American and their peers.
(6) “Network” means
the Network of Quality Teaching and Learning established by chapter 661, Oregon
Law 2013 (Enrolled House Bill 3233).
Stat. Auth.: Sect. 1, ch. 661, OL 2013
(Enrolled HB 3233)
Stats. Implemented: Sect.
1, ch. 661, OL 2013 (Enrolled HB 3233)
Hist.: ODE 22-2013(Temp),
f. & cert. ef. 9-27-13 thru 3-26-14; ODE 4-2014, f. & cert. ef. 2-19-14
581-018-0305
Establishment
(1) The Educator Effectiveness and CCSS
Implementation Grant program is established as part of the Network for Quality Teaching
and Learning.
(2) The purposes of the grants
are to:
(a) Build each school district’s
capacity to support full implementation of the Oregon Framework for Teacher and
Administrator Evaluation and Support Systems and the Common Core State Standards.
(b) Enhance school district
leadership capacity to plan and support high quality professional learning.
(c) Ensure coherence and integration
of policies to improve educator practice and student learning.
(d) Establish and support regional
Peer Review Panels to:
(A) Ensure that districts are
fully implementing valid and reliable educator evaluation and support systems and
CCSS including for English Learners, students with disabilities, and low-achieving
students; and
(B) Provide high quality feedback
and support to districts.
(C) Districts must present their
evaluation and support system to a Peer Review Panel by July 1, 2015.
Stat. Auth.: Sect. 1, ch. 661, OL 2013
(Enrolled HB 3233)
Stats. Implemented: Sect.
1, ch. 661, OL 2013 (Enrolled HB 3233)
Hist.: ODE 22-2013(Temp),
f. & cert. ef. 9-27-13 thru 3-26-14; ODE 4-2014, f. & cert. ef. 2-19-14
581-018-0310
Eligibility
The Department of Education shall allocate
funds for Educator Effectiveness and CCSS Implementation to:
(1) School districts or consortia
of small districts to support an Education Facilitator Team and district implementation.
(2) Non-profit organizations
and postsecondary institutions for the purpose of supporting implementation.
Stat. Auth.: Sect. 1, ch. 661, OL 2013
(Enrolled HB 3233)
Stats. Implemented: Sect.
1, ch. 661, OL 2013 (Enrolled HB 3233)
Hist.: ODE 22-2013(Temp),
f. & cert. ef. 9-27-13 thru 3-26-14; ODE 4-2014, f. & cert. ef. 2-19-14
581-018-0315
Criteria
(1) Each school district or a consortium
of small school districts must establish a collaborative Professional Learning Team
consisting of teachers and building/district administrators to support district-wide
implementation of the CCSS and the Oregon Framework for Teacher and Administrator
Evaluation and Support Systems. District teams must take into consideration the
needs of all students in their district, including students with disabilities, English
learners, and low-achieving students and closing the achievement gap. District
Professional Learning Teams will:
(a) Attend Educator Effectiveness-CCSS
Professional Learning Conferences provided by the Department.
(b) Facilitate an assessment
of the district’s professional learning needs for implementation of Educator
Effectiveness and CCSS.
(c) Facilitate professional
learning within the district.
(d) Serve as a liaison to the
Department to disseminate information and inform policy.
(2) During the 2014-15 school
year, each school district shall present their educator evaluation and support system
to a regional Peer Review Panel. The Department shall establish and disseminate
criteria for the peer review process to school districts during the 2013-14 school
year.
Stat. Auth.: Sect. 1, ch. 661, OL 2013
(Enrolled HB 3233)
Stats. Implemented: Sect.
1, ch. 661, OL 2013 (Enrolled HB 3233)
Hist.: ODE 22-2013(Temp),
f. & cert. ef. 9-27-13 thru 3-26-14; ODE 4-2014, f. & cert. ef. 2-19-14
581-018-0320
Grant Funding
(1) The Department shall allocate funds
to school districts or consortia of small school districts to establish Professional
Learning Teams as described in 581-018-0315 and provide professional learning to
support implementation of Educator Effectiveness and CCSS.
(2) Each school district that
participates in the Educator Effectiveness-CCSS Professional Learning Conferences
will be awarded a non-competitive grant based on ADMw and district needs.
(3) The Department of Education
shall facilitate statewide and regional networking among districts and post-secondary
institutions to promote collaborative learning and sharing of best practices.
(4) The Department of Education
and school districts may contract with entities on the master contractor list to
provide professional learning and technical assistance to support implementation
in districts.
(5) Each school district that
participates in the Educator Effectiveness-CCSS Professional Learning Conferences
will be awarded a non-competitive grant based on ADMw and district needs.
(6) The Department shall facilitate
statewide and regional networking among districts and post-secondary institutions
to promote collaborative learning and sharing of best practices.
(7) The Department and school
districts may contract with entities on the master contractor list to provide professional
learning and technical assistance to support implementation in districts.
Stat. Auth.: Sect. 1, ch. 661, OL 2013
(Enrolled HB 3233)
Stats. Implemented: Sect.
1, ch. 661, OL 2013 (Enrolled HB 3233)
Hist.: ODE 22-2013(Temp),
f. & cert. ef. 9-27-13 thru 3-26-14; ODE 4-2014, f. & cert. ef. 2-19-14
581-018-0325
Reporting
The Department of Education shall develop
district reporting requirements for allocation of funds for Educator Effectiveness
and CCSS implementation as required by the Oregon Investment Board and the Network
for Quality Teaching and Learning.
Stat. Auth.: Sect. 1, ch. 661, OL 2013
(Enrolled HB 3233)
Stats. Implemented: Sect.
1, ch. 661, OL 2013 (Enrolled HB 3233)
Hist.: ODE 22-2013(Temp),
f. & cert. ef. 9-27-13 thru 3-26-14; ODE 4-2014, f. & cert. ef. 2-19-14
Support for Small/Rural Districts
581-018-0327
Definitions
The following definitions apply to 581-018-0327
to 581-018-0336
(1) “Common Core State
Standards (CCSS)” means a coherent progression of learning expectations in
English language arts and mathematics designed to prepare K–12 students for
college and career success. CCSS were adopted by the Oregon State Board of Education
in 2010.
(2) “Educator Effectiveness”
means expectations for educators defined by the Core Teaching Standards established
in Senate Bill 290 to improve student academic growth. Teacher effectiveness is
defined by the Model Core Teaching Standards and administrator effectiveness is
defined by the Oregon Educational Leadership/Administrator Standards adopted by
the State Board of Education.
(3) “Network” means
the Network of Quality Teaching and Learning established by ORS 342.950.
Stat. Auth.: ORS 342.950
Stats. Implemented: ORS 342.950
Hist.: ODE 5-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 28-2014, f. & cert. ef. 6-24-14
581-018-0330
Purpose and Eligibility
(1) The Oregon Department of Education
shall establish a noncompetitive grant to support small/rural districts in implementing
the Common Core State Standards and improving Educator Effectiveness.
(2) The Department shall determine
eligible school districts for the grant based whether the district meets both the
size and rural designation criteria.
(3) The Oregon Department of
Education shall determine each biennium when the Small/Rural Grant Funds are available
and which school districts are eligible to receive funds. The Department shall notify
eligible districts of the application process and the due dates, and make available
necessary guidelines and application forms.
(4) The Department shall distribute
funds to eligible districts based on the following rural and size designation:
(a) Rural Designation:
(A) “County Designation”
means a county designated by the US Census Bureau as either Rural, Micropolitan
or Metropolitan.
(B) “Rural” means
a district designated by the US Census Bureau as being located outside of an city
or its urban fringe area for statistical purposes.
(C) “District Designation”
means the label assigned to the district depending the county it is located in where
it is defined as Rural (e.g. Micropolitan county-rural).
(b) Size Designation:
(A) “Very Small District”
means a district whose ADMr is 1–499.
(B) “Small District”
means a district whose ADMr is 500–1,000.
(C) “Mid-Size District”
means a district whose ADMr is 1,001–2,200.
Stat. Auth.: ORS 342.950
Stats. Implemented: ORS 342.950
Hist.: ODE 5-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 28-2014, f. & cert. ef. 6-24-14
581-018-0333
Funding
The Department of Education shall determine
the amount of funds available to an eligible district based on the district’s
size and rural county designation.
Stat. Auth.: ORS 342.950
Stats. Implemented: ORS 342.950
Hist.: ODE 5-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 28-2014, f. & cert. ef. 6-24-14
581-018-0336
Reporting
(1) Districts shall meet timelines, performance
measures and other requirements related to the accumulation and evaluation of data
collected as required by the Oregon Investment Board and the Oregon Department of
Education.
(2) Districts shall submit interim
and final grant reports describing progress toward grant requirements and goals
as defined by the Department of Education.
Stat. Auth.: ORS 342.950
Stats. Implemented: ORS 342.950
Hist.: ODE 5-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 28-2014, f. & cert. ef. 6-24-14
Oregon Minority Educator Retention
Grant
581-018-0381
Definitions
The following definitions apply to OAR
581-018-0380 to 581-018-0399:
(1) “Culturally and/or
Linguistically Diverse” means individuals who are non-White, who are not native
English speakers, and who are Hispanic.
(2) “Culturally Responsive
(ness)” means using the cultural knowledge, prior experiences, and performance
styles of diverse individuals to make learning and experiences more appropriate
and effective for them; it teaches to and through the strengths of these individuals.
(Adapted from Gay, 2000).
(3) “Minority” means
a person who is:
(a) A person having origins
in any of the black racial groups of Africa but who is not Hispanic;
(b) A person of Hispanic culture
or origin;
(c) A person having origins
in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent
or the Pacific Islands;
(d) An American Indian or Alaskan
Native having origins in any of the original peoples of North America; or
(e) A person whose first language
is not English.
(4) “Oregon Minority Educator
Retention Grant” means the Grant established in OAR 581-018-0285 to implement
section 1(3)(f), chapter 661, Oregon Laws 2013 (Enrolled House Bill 3233).
(5) “Retention”
means the active, purposeful process of establishing effective and efficient systems
that maintain the targeted recruitment population in the teaching profession.
Stat. Auth.: OL Ch. 661, Sec. 1 (Enrolled
HB 3233)
Stat. Implemented: OL Ch.
661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 27-2014, f. &
cert. ef. 6-24-14
581-018-0386
Establishment
(1) There is established the Oregon Minority
Educator Retention Grant to support school districts who are working to design and
implement retention models for educators who are culturally and/or linguistically
diverse. Subject to available funds, the grants will be awarded for two years based
on a detailed description of proposed programming or services. This can include
but is not limited to:
(a) Planning phase.
(b) Implementation phase.
(2) The purpose of the grant
program is to provide funds to school districts who can create collaborative processes
around:
(a) Developing a culturally
responsive interviewing model adaptable to a variety of settings in the P-20 structure
using the OEIB Equity Lens to frame the work.
(b) Collaborating with local
community based organizations to develop programs and events to create a welcoming
environment for culturally and/or linguistically diverse new hires.
(c) Develop strong mentoring
programs with particular attention to the needs of teachers who are culturally and/or
linguistically diverse.
(d) Implement systems at the
district level to check-in with staff who are culturally and/or linguistically diverse
on the success of retention efforts and related needs.
(e) Create professional learning
communities that support the development of district-wide cultural responsiveness.
Stat. Auth.: OL Ch. 661, Sec. 1 (Enrolled
HB 3233)
Stat. Implemented: OL Ch.
661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 27-2014, f. &
cert. ef. 6-24-14
581-018-0391
Eligibility
(1) To be eligible to receive the Oregon
Minority Educator Retention Grant an applicant must be:
(a) School districts.
(b) Consortium of school districts
and other entities (each consortium must include at least one school district as
a member).
(2) A single grant proposal
may include more than one eligible applicant, but the fiscal agent must be a school
district.
Stat. Auth.: OL Ch. 661, Sec. 1 (Enrolled
HB 3233)
Stat. Implemented: OL Ch.
661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 27-2014, f. &
cert. ef. 6-24-14
581-018-0394
Criteria
(1) The Oregon Department of Education
shall establish a request for proposal solicitation and approval process to be conducted
for the Oregon Minority Educator Retention Grant funds. All proposals must comply
with the requirements of section 1, chapter 661, Oregon Laws 2013 (Enrolled House
Bill 3233) and rules adopted to implement that section.
(2) Grants shall be awarded
based on the following criteria:
(a) Whether the grant application
identifies how the funds will be used to reach the targeted outcomes and intent
of the Oregon Teacher Corps and the Oregon Minority Teacher Act.
(b) Whether the grant applicant
demonstrates readiness, commitment, and support to design and implement models of
retention for culturally and/or linguistically diverse educators.
(3) The Department shall give
priority to proposals that meet the minimum criteria and:
(a) Provide a sustainability
plan to continue the program for at least two years after the grant funding has
ended.
(b) Consider research-based
best practice around minority educator retention models.
(4) The Department of Education
shall allocate funds for the grant program based on the evaluation of the grant
application and the following considerations:
(a) Geographic location of the
district to insure geographic diversity within the recipients of grant program funds
throughout the state;
(b) Organizations who have documented
evidence of creating and maintaining successful minority educator retention models;
(c) Organizations who have a
high level of potential teacher candidates (applicant pool) from diverse cultural
and linguistic backgrounds; and
(d) Give preference to entities
that have demonstrated success in creating strong partnerships with community organizations
to support outcomes.
Stat. Auth.: OL Ch. 661, Sec. 1 (Enrolled
HB 3233)
Stat. Implemented: OL Ch.
661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 27-2014, f. &
cert. ef. 6-24-14
581-018-0396
Funding
(1) Up to five school district grant awards
will be given as follows: $10,000 in Year One and $25,000 in year two which shall
be awarded during the following phases based on a detailed budget narrative and
budget template:
(a) Planning phase.
(b) Implementation phase.
(2) Grantees shall use $10,000
awards for design grants and $25,000 awards to plan, develop, and pilot district
models.
(3) Grantees must be able to
expend the funds for allowable purposes specified in the request for proposal within
the grant timeline according to acceptable accounting procedures.
Stat. Auth.: OL Ch. 661, Sec. 1 (Enrolled
HB 3233)
Stat. Implemented: OL Ch.
661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 27-2014, f. &
cert. ef. 6-24-14
581-018-0398
Reporting
The Oregon Department of Education shall
provide to grant recipients a template for an interim and final grant report. Grantees
are required to submit a final report prior to receiving their final request for
funds.
Stat. Auth.: OL Ch. 661, Sec. 1 (Enrolled
HB 3233)
Stat. Implemented: OL Ch.
661, Sec. 1 (Enrolled HB 3233)
Hist.: ODE 27-2014, f. &
cert. ef. 6-24-14
Oregon Minority Educator Pipeline
Models Grant
581-018-0401
Definitions
The following definitions apply to OAR
581-018-0401 to 581-018-0425:
(1) “Culturally and/or
Linguistically Diverse” means individuals who are non-White, who are not native
English speakers, and who are Hispanic.
(2) “Minority” means
a person who is:
(a) A person having origins
in any of the black racial groups of Africa but who is not Hispanic;
(b) A person of Hispanic culture
or origin;
(c) A person having origins
in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent
or the Pacific Islands;
(d) An American Indian or Alaskan
Native having origins in any of the original peoples of North America; or
(e) A person whose first language
is not English.
(3) “Oregon Minority Educator
Pipeline Models Grant” means the Grant established in OAR 581-018-0406 to
implement section 1(3)(f), chapter 661, Oregon Laws 2013 (Enrolled House Bill 3233).
(4) “Pipeline Model”
means the route through which future teachers are recruited, educated, hired, and
retained in the education system.
(5) “Postsecondary Institution”
means a:
(a) A community college operated
under ORS chapter 341.
(b) The following public universities
within the Oregon University System:
(A) University of Oregon.
(B) Oregon State University.
(C) Portland State University.
(D) Oregon Institute of Technology.
(E) Western Oregon University.
(F) Southern Oregon University.
(G) Eastern Oregon University.
(c) Oregon Health and Science
University.
(d) An Oregon-based, generally
accredited, not-for-profit institution of higher education.
(5) “Underrepresented”
means populations in the United States who have been historically excluded from
the same rights and privileges as the majority, White, culture. This applies to
opportunity in education, business, and social aspects of society.
(6) “Recruitment”
means the active, purposeful process of establishing effective and efficient systems
that attract individuals to the teaching profession.
(7) “Retention”
means the active, purposeful process of establishing effective and efficient systems
that maintain the targeted recruitment population in the teaching profession.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB3233)
Stat. Implemented: 2013 OL
Ch. 661, Sec. 1 (Enrolled HB3233)
Hist.: ODE 26-2014, f. &
cert. ef. 6-24-14
581-018-0406
Establishment
(1) There is established the Oregon Minority
Educator Pipeline Models Grant to support school districts and post-secondary institutions
who are working to expand educator pipeline models that recruit and retain educators
who are culturally and/or linguistically diverse. Subject to available funds, the
grants will be awarded for two years based on a detailed description of proposed
programming or services. This can include but is not limited to:
(a) Planning phase.
(b) Implementation phase.
(c) Program evaluation phase.
(2) The purpose of the grant
program is to provide funds to school districts and post-secondary institutions
who can create collaborative processes around:
(a) Developing a statewide program
with interested partners that provides free and/or low cost advising and academic
supports to diverse educators;
(b) Formalizing partnerships
with professional groups to leverage tutoring and internships;
(c) Volunteering experiences
as a way of assisting future educators exploration of education related careers;
(d) Working with TeachOregon
projects to develop, test, and expand improved job recruitment and retention practices
that lead to a more diverse workforce in Oregon;
(e) Creating a high school cadet
program or career pathway model for district employees to recruit future educators
who are culturally and/or linguistically diverse;
(f) Allocating funding to provide
financial support to future educators from underrepresented populations.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB3233)
Stat. Implemented: 2013 OL
Ch. 661, Sec. 1 (Enrolled HB3233)
Hist.: ODE 26-2014, f. &
cert. ef. 6-24-14
581-018-0411
Eligibility
(1) To be eligible to receive the Oregon
Minority Educator Pipeline Models Grant an applicant must be a:
(a) School district;
(b) Post-secondary institution;
(c) Consortium of school districts,
post-secondary institutions and other entities (each consortium must include at
least one school district or post-secondary institution as a member).
(2) A single grant proposal
may include more than one eligible applicant, but the fiscal agent must be one of
the eligible applicants identified in subsection (1) of this rule.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB3233)
Stat. Implemented: 2013 OL
Ch. 661, Sec. 1 (Enrolled HB3233)
Hist.: ODE 26-2014, f. &
cert. ef. 6-24-14
581-018-0416
Criteria
(1) The Oregon Department of Education
shall establish a request for proposal solicitation and approval process to be conducted
for the Oregon Minority Educator Pipeline Models Grant funds. All proposals must
comply with the requirements of section 1, chapter 661, Oregon Laws 2013 (Enrolled
House Bill 3233) and rules adopted to implement that section.
(2) Grants shall be awarded
based on the following criteria:
(a) Whether the grant application
identifies how the funds will be used to reach the targeted outcomes and intent
of the Oregon Teacher Corps and the Oregon Minority Teacher Act.
(b) Whether the grant applicant
demonstrates readiness, commitment, and support to expand models of recruitment
and retention for culturally and/or linguistically diverse educators.
(3) The Department shall give
priority to proposals that meet the minimum criteria and:
(a) Provide a sustainability
plan to continue the program for at least two years after the grant funding has
ended.
(b) The extent to which the
applicant clearly documents its capacity to implement and carry out purposeful system
for recruiting a diverse student population, providing financial support to future
educators, and collaborating with key partners in the process.
(4) The Department of Education
shall allocate funds for the grant program based on the evaluation of the grant
application and the following considerations:
(a) Geographic location of the
district to insure geographic diversity within the recipients of grant program funds
throughout the state;
(b) Applicants who have documented
evidence of creating and maintaining successful minority educator pipeline models;
(c) Applicants who have a high
level of potential teacher candidates (applicant pool) from diverse cultural and
linguistic backgrounds; and
(d) Give preference to applicants
that have demonstrated success in creating strong partnerships with community organizations
support outcomes.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB3233)
Stat. Implemented: 2013 OL
Ch. 661, Sec. 1 (Enrolled HB3233)
Hist.: ODE 26-2014, f. &
cert. ef. 6-24-14
581-018-0421
Funding
(1) Each grantee may receive $180,000 which
shall be awarded during the following phases based on a detailed budget narrative
and budget template:
(a) Planning phase.
(b) Implementation phase.
(c) Evaluation phase.
(2) Grantees shall use funds
received for the planning, implementation, and evaluation phrases of the grant for
activities outlined in the request for proposal.
(3) Grantees must be able to
expend the funds for allowable purposes specified in the request for proposal within
the grant timeline according to acceptable accounting procedures.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB3233)
Stat. Implemented: 2013 OL
Ch. 661, Sec. 1 (Enrolled HB3233)
Hist.: ODE 26-2014, f. &
cert. ef. 6-24-14
581-018-0425
Reporting
The Oregon Department of Education shall
provide to grant recipients a template for an interim and final grant report. Grantees
are required to submit a final report prior to receiving their final request for
funds.
Stat. Auth.: 2013 OL Ch. 661, Sec. 1
(Enrolled HB3233)
Stat. Implemented: 2013 OL
Ch. 661, Sec. 1 (Enrolled HB3233)
Hist.: ODE 26-2014, f. &
cert. ef. 6-24-14
Proficiency-Based Teaching and
Learning Grant
581-018-0431
Definitions
The following definitions apply to OAR
581-018-0431 to 581-018-0443:
(1) “Non-profit organization”
means:
(a) An organization established
as a nonprofit organization under the laws of Oregon; and
(b) Qualifies as an exempt organization
under section 501(c)(3) of the Internal Revenue Code as defined in ORS 314.011.
(2) “Proficiency-based
teaching and learning” means a practice that is student-centered and based
upon several key principles:
(a) Students learn in a personalized
environment and advance upon demonstrated mastery of state, industry, or national
standards;
(b) Measurable learning objectives
are explicit and empower students;
(c) Student assessment is meaningful
and a positive learning experience; and
(d) Students receive rapid,
differentiated support and learning outcomes including applied learning.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 25-2014, f. &
cert. ef. 6-24-14
581-018-0434
Establishment
(1) The Proficiency-Based Teaching and
Learning Grant is established to support proficiency-based teaching and learning
demonstration sites. The purposes of the grant are:
(a) To inform proficiency-based
teaching and learning practices in other school sites; and
(b) To develop new proficiency-based
teaching and learning school sites in underserved regions in the state.
(2) Grants will fund eligible
entities committed to developing sustainable proficiency-based teaching and learning
programs in a school district or consortia of school districts with a strong commitment
to improving student achievement and to providing demonstration sites for proficiency-based
teaching and learning in the state.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 25-2014, f. &
cert. ef. 6-24-14
581-018-0437
Eligibility
(1) The following entities shall be eligible
to receive Proficiency-Based Teaching and Learning Grants:
(a) School districts.
(b) Non-profit organizations
working with at least one school district.
(2) A single grant proposal
may include more than one eligible applicant and may also include other entities
such as education service districts or post-secondary institutions, but the fiscal
agent must be one of the eligible applicants identified in subsection (1) of this
rule.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 25-2014, f. &
cert. ef. 6-24-14
581-018-0440
Implementation of Grant Funding
(1) The Oregon Department of Education
shall establish a request for proposal solicitation and approval process to be conducted
for the Proficiency-Based Teaching and Learning Grants. All proposals must comply
with the requirements of section 1, chapter 661, Oregon Laws 2013 (Enrolled House
Bill 3233) and rules adopted to implement that section.
(2) The Department may award
up to two grants. Each grant shall support one to four demonstration sites within
one or more school districts.
(3) To receive a grant an applicant
must demonstrate a high level of support from school district boards and local education
associations in all participating districts.
(4) The Department shall determine
the amount of each grant based on the funds available for the grants and each grant
application. The Department of shall allocate funds for the grant program based
on an evaluation of the grant application and whether the applicant has:
(a) Demonstrated a focus on
district, state, and Common Core standards as the learning targets for which students
will be held accountable;
(b) Defined levels of proficiency
laid out on a learning continuum that is used to identify baseline ability and that
reflects a range of continuous learning;
(c) Has experience and training
expertise in coaching and supporting schools in proficiency or will utilize another
entity with this expertise as a sub-contractor and partner;
(d) Identified sites in the
application that are willing to serve as a demonstration sites for other school
districts and a source of evidence of best practices and evidence-based models;
and
(e) A plan that includes a strong
outreach to parent and business communities to insure that those groups understand
the shift to standards at a school site and what it means to support students in
reaching proficient levels of knowledge and skills.
(5) The Department of Education
shall allocate funds for the grant program based on the evaluation of the grant
application and the following considerations:
(a) Geographic location of district
to insure geographic diversity within the recipients of grant program funds throughout
the state;
(b) Districts that have achievement
gaps between subgroup populations; and
(c) Districts that have a high
level of students who are economically disadvantaged.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 25-2014, f. &
cert. ef. 6-24-14
581-018-0443
Timelines and Performance Measures
The Oregon Department of Education shall
provide award recipients a template for interim and final grant reports. Recipients
are required to submit the interim and final report prior to receiving their final
request for funds.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 25-2014, f. &
cert. ef. 6-24-14
Culturally Responsive Pedagogy
and Practices Grant
581-018-0500
Definitions
The following definitions apply to OAR
581-018-0500 to 581-018-0515:
(1) “Achievement gap”
means the research-based gap in opportunity that often exists between students who
are economically disadvantaged, students learning English as a second language and
students who are African American, Hispanic or Native American and their White peers.
(2) “Culturally responsive”
means the implicit use of the cultural knowledge, prior experiences, frames of reference,
and performance styles of diverse students to make learning more appropriate and
effective for them.
(3) “Culturally Responsive
Pedagogy and Practices Grant” means the Grant established in OAR 581-018-0205
to implement ORS 342.950(3)(f).
(4) “Culturally Relevant”
means pedagogy and practices that propose the following: students must experience
academic success, students must develop and/or maintain cultural competence, and
students must develop a critical consciousness through which they challenge the
status quo of the current social order.
(5) “Culturally and/or
linguistically diverse” means: students who identify as racial and/or ethnically
diverse (Hispanic, African American, Native American, Alaskan Native, Pacific Islander)
or whose native language is not English.
(6) “Culturally competent”
means the ability to successfully teach students who come from a culture or cultures
other than our own. It entails developing certain personal and interpersonal awareness
and sensitivities, understanding certain bodies of cultural knowledge, and mastering
a set of skills that, taken together, underlie effective cross-cultural teaching
and culturally responsive teaching.
(7) “Systemic Equity”
means: the transformed ways in which systems and individuals habitually operate
to ensure that every learner- in whatever learning environment that learner is found
— has the greatest opportunity to learn enhanced by the resources and supports
necessary to achieve competence, excellence, independence, responsibility, and self-sufficiency
for school and for life.
(8) “Opportunity gap”
means: the ways in which race, ethnicity, socioeconomic status, English proficiency,
community wealth, familial situations, or other factors contribute to or perpetuate
lower educational aspirations, achievement, and attainment for certain groups of
students.
(9) “Pre-service teacher”
means an individual who is enrolled in a post-secondary teacher preparation program
at the undergraduate or graduate level working to obtain an initial teaching license.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 6-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 24-2014, f. & cert. ef. 6-24-14
581-018-0503
Establishment
(1) There is established the Culturally
Responsive Pedagogy and Practices Grant to support school districts and post-secondary
educator preparation programs who are working to close achievement gaps for culturally
and/or linguistically diverse learners through culturally responsive pedagogy and
practices. The grants may be used to fund research based best practices which:
(a) Provide a critical opportunity
for schools and institutions of higher education to address the social and academic
needs of diverse students ; and
(b) Connect in-school experiences
with out-of-school living, promote educational equity and excellence, and create
a strong community among individuals from diverse cultural, social, and ethnic backgrounds
while developing students’ sense of agency, efficacy, and empowerment.
(2) Subject to available funds,
the grants will be awarded for the biennium based on a detailed description of proposed
programming or services. This can include but is not limited to:
(a) Planning phase.
(b) Implementation phase.
(3) The purpose of the grant
program is to provide funds to school districts and post-secondary educator preparation
programs that are focused on collaboration around culturally responsive professional
development and pre-service teacher preparation Outcomes of this work should be
evident through teacher interactions with culturally and/or linguistically diverse
learners and increased academic achievement for these students. This can include
the following:
(a) Developing culturally responsive
pedagogy and practice specific to closing the opportunity gap for Hispanic (Latino/a),
African American, Asian American, Alaskan Native, American Native, and all other
student populations of color;
(b) Connecting with students
of color with special emphasis on the implementation of the Oregon Multicultural
Education Act;
(c) Best practice in Education
Equity;
(d) Strengthening ties between
home, school, tribes, and larger communities;
(e) Post-secondary course work
and field experiences concentrated on preparing pre-service teachers to demonstrate
pedagogy and practices of a culturally responsive educator.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 6-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 24-2014, f. & cert. ef. 6-24-14
581-018-0506
Eligibility
(1) To be eligible to receive the Culturally
Responsive Pedagogy and Practices Grant an applicant must be a:
(a) School district;
(b) Public charter school;
(c) Consortium of school districts,
public charter schools, non-profits organizations and/or post-secondary institutions;
or
(d) Consortiums may have the
district, public charter school, non-profit organization or post-secondary institution
serve as a lead agency for the grant.
(e) Post-secondary teacher preparation
programs. Each post-secondary institution must have at least one school districts
or public charter school as a partner.
(f) Non-profit organization.
Each non-profit organization must have at least one school district, public charter
and/or post-secondary institution as a partner.
(2) In addition to the entities
listed in subsection (1) of this section consortiums may also have additional partner
entities.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 6-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 24-2014, f. & cert. ef. 6-24-14
581-018-0509
Criteria
(1) The Oregon Department of Education
shall establish a request for proposal solicitation and approval process to be conducted
for the Culturally Responsive Pedagogy and Practices Grant funds. All proposals
must comply with the requirements of section 1, chapter 661, Oregon Laws 2013 (Enrolled
House Bill 3233) and rules adopted to implement that section.
(2) Grants shall be awarded
based on the following criteria:
(a) Whether the grant application
identifies how the funds will be used to reach the 40-40-20 goal and improve education
outcomes for students of color and English learners as identified by the Oregon
Education Investment Board Equity Lens document.
(b) Whether the grant applicant
demonstrates commitment and readiness to use best practice around culturally responsive
pedagogy and practice to close opportunity gaps for culturally and/or linguistically
diverse learners.
(3) The Department shall give
priority to proposals that meet the minimum criteria and:
(a) Provide a sustainability
plan to continue the program for at least two years after the grant funding has
ended.
(b) The extent to which the
applicant clearly documents its capacity to design and implement preparation and/or
professional development that focuses on culturally responsive pedagogy and practices
that:
(A) Increase academic achievement,
retention, and graduation rates for students of color;
(B) Increase student engagement
and participation;
(C) Increase of the presence
of culturally competent teachers and teaching;
(D) Strengthen the bond and
communication between home, school, tribe, and the larger community;
(E) Effectively utilize the
local community as an extension of the classroom learning environment;
(F) Use any exemplary multicultural
curricula or strategies identified by the Department of Education pursuant to the
Oregon Multicultural Act under ORS 336.113, as a guide for curriculum and development;
and
(G) Implement professional development
that is culturally responsive and extends throughout the entire school year;
(H) Revise course offerings
and field experiences for pre-service teachers that explicitly prepares educators
to implement culturally responsive teaching and practices.
(4) The Department of Education
shall allocate funds for the grant program based on the evaluation of the grant
application and the following considerations:
(a) Geographic location of applicants
to insure geographic diversity within the recipients of grant program funds throughout
the state;
(b) Applicants who demonstrate
evidence of prior design/planning of a robust culturally responsive learning environment
as a way to close achievement gaps for culturally and/or linguistically diverse
learners;
(c) Applicants who have a high
level of culturally and/or linguistically diverse learners, and those who experience
economic disparities.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 6-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 24-2014, f. & cert. ef. 6-24-14
581-018-0512
Funding
(1) Each grantee may apply for between
$50,000–$200,00 in funding which shall be awarded during the following phases
based on a detailed budget narrative and budget template:
(a) Planning phase;
(b) Implementation Phase.
(2) Grantees shall use funds
received for the planning and implementation phrases of the grant for activities
outlined in the request for proposal.
(3) Grantees must be able to
expend the funds for allowable purposes specified in the request for proposal within
the grant timeline according to acceptable accounting procedures.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 6-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 24-2014, f. & cert. ef. 6-24-14
581-018-0515
Reporting
The Oregon Department of Education shall
provide to grant recipients a template for an interim and final grant report. Grantees
are required to submit a final report prior to receiving their final request for
funds.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 6-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 24-2014, f. & cert. ef. 6-24-14
American Indian/Alaskan Native
Culturally Relevant Teaching, Learning, and Pedagogy Grant Program
581-018-0520
Definitions
The following definitions apply to OAR
581-018-0520 to 581-018-0535:
(1) “Achievement gap”
means the research-based gap in opportunity that often exists between students who
are economically disadvantaged, students learning English as a second language and
students who are African American, Hispanic or Native American and their White peers.
(2) “American Indian”/Alaskan
Native means persons having origins in any of the original peoples of North and
South America (including Central American) and who maintain tribal affiliation or
community attachment.
(3) “Closing the Achievement
Gap for American Indian/Alaskan Native Students Grant” means the Grant established
in OAR 581-018-0523 to implement ORS 342.950(3)(f).
(4) “Culturally and/or
linguistically diverse” means: students who identify as racial and/or ethnically
diverse (Hispanic, African American, Native American, Alaskan Native, Pacific Islander)
or whose native language is not English.
(5) “Culturally competent”
means the ability to successfully teach students who come from a culture or cultures
other than our own. It entails developing certain personal and interpersonal awareness
and sensitivities, understanding certain bodies of cultural knowledge, and mastering
a set of skills that, taken together, underlie effective cross-cultural teaching
and culturally responsive teaching.
(6) “Culturally relevant”
means pedagogy and practices that propose the following: students must experience
academic success, students must develop and/or maintain cultural competence, and
students must develop a critical consciousness through which they challenge the
status quo of the current social order.
(7) “Culturally responsive”
means the implicit use of the cultural knowledge, prior experiences, frames of reference,
and performance styles of diverse students to make learning more appropriate and
effective for them.
(8) “Non-profit organization”
means:
(a) An organization established
as a nonprofit organization under the laws of Oregon; and
(b) Qualifies as an exempt organization
under section 501(c)(3) of the Internal Revenue Code as defined in ORS 314.011.
(9) “Postsecondary Institution”
means:
(a) A community college operated
under ORS Chapter 341.
(b) The following public universities
within the Oregon University System:
(A) University of Oregon.
(B) Oregon State University.
(C) Portland State University.
(D) Oregon Institute of Technology.
(E) Western Oregon University.
(F) Southern Oregon University.
(G) Eastern Oregon University.
(H) Oregon Health and Science
University.
(I) An Oregon-based, generally
accredited, not-for-profit institution of higher education.
(10) “Systemic Equity”
means the transformed ways in which systems and individuals habitually operate to
ensure that every learner — in whatever learning environment that learner
is found--has the greatest opportunity to learn enhanced by the resources and supports
necessary to achieve competence, excellence, independence, responsibility, and self-sufficiency
for school and for life.
(11) “Title VII Indian
Education” means a federally funded program receiving United State Department
of Education Title VII — Indian, Native Hawaiian, and Alaska Native Education
funding.
(12) “Tribe” means:
(a) The Confederated Tribes
of the Warm Springs Indian Reservation.
(b) The Confederated Tribes
of the Umatilla Indian Reservation.
(c) The Burns-Paiute Tribe.
(d) The Confederated Tribes
of Siletz Indians of Oregon.
(e) The Confederated Tribes
of the Grand Ronde.
(f) The Cow Creek Band of Umpqua
Indians.
(g) The Confederated Coos, Lower
Umpqua and Siuslaw Tribes.
(h) The Klamath Tribe.
(i) The Coquille Tribe.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 18-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 23-2014, f. & cert. ef. 6-24-14
581-018-0523
Establishment
(1) There is established the American Indian/Alaskan
Native Culturally Relevant Teaching, Learning, and Pedagogy Grant Program to support
the collaborative efforts to design, implement, improve, expand or otherwise infuse
American Indian/Alaskan Native culturally responsive pedagogy and effective instructional
practices to increase student academic achievement, high school completion and successful
engagement in post-secondary educational opportunities.
(2) Subject to available funds,
the grant will be awarded for the biennium based on a detailed description of proposed
programming or services.
(3) The purpose of the grant
program is to provide funds for programs that have the potential to become exemplar
programs and can create collaborative practices through the facilitation of:
(a) Strengthening relationships
between school district, local community and tribal governance;
(b) Collaboration between school
districts, non-profit organizations, Title VII Indian Education Programs, postsecondary
institutions, native communities or organizations, and education service districts
to assist with identifying evidence-based practices and best practices;
(c) Enhancing the American Indian/Alaskan
Native cultural competence of district educators;
(d) Developing and implementing
best practices in an effort of increasing academic outcomes of American Indian/Alaskan
Native; and
(e) Developing or expanding
opportunities to include American Indian/Alaskan Native language and culture in
classrooms.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 18-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 23-2014, f. & cert. ef. 6-24-14
581-018-0526
Eligibility
(1) To be eligible to receive the American
Indian/Alaskan Native Culturally Relevant Teaching, Learning, and Pedagogy Grant
Program a qualified applicant must:
(a) Be a school district or
consortia of districts and must have a partnership with one or more of Oregon’s
federally recognized Tribes; or
(b) Be a non-profit organization
focusing on Indian education applying in collaboration with a school district.
(2) Qualified applicants must
also be available to work with a consultant, provided by Oregon Department of Education,
to receive guidance and support during all phases of the funding cycle.
(3) A single grant proposal
may include more than one eligible proposal and other entities but the lead agency
for the proposal must be a school district or a non-profit organization.
(4) The Department of Education
shall give preference to applicants that meet the minimum qualifications described
in this section and who can demonstrate collaborative relationships with partners
with expertise in working with American Indian/Alaskan Native students or educators
who provide educational services to American Indian/Alaskan Native students. The
partners may include but are not limited to postsecondary institutions, education
service districts, federal Title VII Indian Education programs and native communities
or organizations.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 18-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 23-2014, f. & cert. ef. 6-24-14
581-018-0529
Criteria
(1) The Oregon Department of Education
shall establish a request for proposal solicitation and approval process to be conducted
for the American Indian/Alaskan Native Culturally Relevant Teaching, Learning, and
Pedagogy Grant Program funds. All proposals must comply with the requirements of
ORS 342.950 and rules adopted to implement that section.
(2) Grants shall be awarded
based on the following criteria:
(a) Whether the grant application
identifies how the funds will be used to reach the 40-40-20 goal and improve education
outcomes for American Indian/Alaskan Native students as identified by the Oregon
Education Investment Board Equity Lens document;
(b) Whether the grant application
describes a strong and robust plan to close achievement gaps for American Indian/Alaskan
Native students;
(c) Whether the grant application
describes expected outcomes and a strong and robust plan to achieve those outcomes;
and
(d) Whether the grant applications
demonstrates how partners will collaborate on a mutually designed proposal in which
all essential parties participate.
(3) The Department shall give
priority to proposals that meet the minimum criteria and that demonstrate the use
of evidence-based or best practice models of the required elements specific to American
Indian/Alaskan Native:
(a) Culturally Responsive Pedagogy:
(A) Communication of high expectations.
(B) Teacher as facilitator within
classroom.
(C) Integration of students’
prior knowledge and skills through cultural activities, language, ways of life,
the arts, and traditional knowledge system.
(D) Positive perspectives on
parents and families of culturally and linguistically diverse students.
(E) Cultural sensitivity.
(F) Curricular decisions.
(G) Culturally mediated instruction.
(H) Student-centered, student-controlled
classroom discourse.
(b) Culturally Responsive Leadership:
(A) Commitment to reform the
educational system to reflect culturally responsiveness through organization of
the school and school policies and procedures.
(B) Reshaping the curriculum.
(C) Professional development
that is grounded in the principles of culturally responsive teaching.
(c) Culturally Responsive Community
Engagement:
(A) Collaboration with one or
more of the Tribes in Oregon or Title VII Indian Education Program.
(B) Postsecondary institution.
(C) Education Service Districts.
(D) Local American Indian/Alaskan
Native communities and organizations.
(E) Community involvement of
stakeholders (families, advocacy organizations, and other private, non-profit, business,
faith-based organizations).
(F) Communication with families
that is regular, uses diverse media and shares student achievement status and goals.
(d) Culturally Responsive Pre-Service
and In-Service for Teachers:
(A) Coursework and field experiences
for pre-service teachers that focuses on culturally responsive teaching, learning,
and practice that:
(i) Reflects relevant research;
(ii) Uses local data;
(iii) Ensures principles of
culturally responsive pedagogy.
(B) Includes collaboration with
institutes of higher education (specifically Oregon Native American Indian Education
Teacher Programs).
(e) Provide a sustainability
plan to continue the program for at least two years after the grant funding has
ended.
(f) The extent to which the
proposal clearly documents its capacity to implement and carry out programming and
services for American Indian/Alaskan Native culturally responsive pedagogy, practices,
and professional development and demonstrates intentions to work in a collaboration
with identified partners.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 18-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 23-2014, f. & cert. ef. 6-24-14
581-018-0532
Funding
(1) The Department may award grants up
to $100,000 based on a detailed budget narrative and budget template.
(2) Grantees shall use funds
received for the grant for activities outlined in the request for proposal.
(3) Grantees must be able to
expend the funds for allowable purposes specified in the request for proposal within
the grant timeline according to acceptable accounting procedures.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 18-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 23-2014, f. & cert. ef. 6-24-14
581-018-0535
Reporting
The Oregon Department of Education shall
provide to grant recipients a template for an interim and final grant report. Grantees
are required to submit a final report prior to receiving their final request for
funds.
Stat. Auth.: ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 18-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 23-2014, f. & cert. ef. 6-24-14
English Language Proficiency StandardsProfessional
Learning Grant
581-018-0540
Definitions
The following definitions apply to OAR
581-018-0540 to 581-018-0556:
(1) “English Language
Proficiency Standards” means the standards adopted by the State Board of Education
to show what a student should know and be able to do at a given grade level. The
English Language Proficiency Standards are also referred to as ELP Standards.
(2) “English Learner”
or “English Language Learner” means a student who meets the definition
of “Limited English Proficient” found in Title IX, Part A, Section 9101.25
of the No Child Left Behind Act of 2001 (NCLB).
(3) “Massive Open Online
Course (MOOC)” means an online course aimed at unlimited participation and
open access via the Internet.
(4) “Professional Learning”
means opportunities that allow educators to collaborate and learn about new standards,
methodologies, and strategies for working with students.
(5) “Training of Trainers”
means a style of training designed to equip small groups of trainers with the skills,
knowledge and strategies to train larger groups of educators in their local school
districts.
(6) “ELP Standards Work
Group” refers to a group of lead educators established under OAR 581-018-0546
that serve as an advisory body and corps of trainers in the Professional Learning
Team Conference.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 7-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 14-2014(Temp), f. & cert. ef. 3-4-14
thru 8-18-14; ODE 22-2014, f. & cert. ef. 6-24-14
581-018-0543
Establishment
(1) There is established the English Language
Proficiency Standards Professional Learning Grant.
(2) The purpose of the English
Language Proficiency Standards Professional Learning Grant is to support target
school districts with the implementation of the new English Language Proficiency
Standards.
(3) The English Language Proficiency
Standards Professional Learning Grant will support a training of trainers system
that leverages Oregon’s instructional leadership to incorporate the new ELP
standards into teaching practice to support English Learners throughout the school
day.
(4) ELD and mainstream educators
within target school districts will participate in virtual and in-person professional
learning opportunities to learn about the new ELP Standards and plan their implementation
in classroom instruction.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 7-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 14-2014(Temp), f. & cert. ef. 3-4-14
thru 8-18-14; ODE 22-2014, f. & cert. ef. 6-24-14
581-018-0546
Purpose of Grant
(1) The purpose of the English Language
Proficiency Standards Professional Learning Grant is to provide cyclical, reflective
professional learning opportunities to Oregon educators to support the implementation
of the new English Language Proficiency Standards throughout the state of Oregon
by the end of the 2014–2015 school year.
(2) The Oregon Department of
Education shall facilitate for target school districts:
(a) Statewide and regional workshops
among districts to promote collaborative learning and sharing of best practices.
(b) A Massive Open Online Course
to engage educators throughout Oregon in professional learning with the English
Language Proficiency Standards.
(3) The Oregon Department of
Education shall establish a ELP Standards Work Group and may contract with members
of the ELP Standards Work Group to provide professional learning and technical assistance
to support implementation of the ELP Standards within the target school districts.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 7-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 14-2014(Temp), f. & cert. ef. 3-4-14
thru 8-18-14; ODE 22-2014, f. & cert. ef. 6-24-14
581-018-0549
Eligibility
(1) The following school districts shall
be eligible to receive the English Language Proficiency Standards Professional Learning
Grant as target school districts:
(a) School districts with greater
than 500 English Learners; or
(b) School districts where English
Learners comprise 15% of the total student population in the district.
(2) A public charter school
with English Learners within a target district may receive grant funds through the
district and may participate in grant activities.
(3) Notwithstanding subsection
(1) of this rule, a school district that would receive less than $1,000 under OAR
581-018-0553 is not eligible to receive a grant except as a member of a consortium
of target school districts.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 7-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 14-2014(Temp), f. & cert. ef. 3-4-14
thru 8-18-14; ODE 22-2014, f. & cert. ef. 6-24-14
581-018-0552
Grant Uses and Requirements
(1) The Oregon Department of Education
shall distribute grant funds to eligible districts that agree to do the following:
(a) Commit a team of 4 members
to participate in five Professional Learning Team (PLT) Conferences. Two PLT Conferences
will be held in the 2013-2014 school year, followed by three PLT Conferences in
the 2014–2015 school year. The district’s ELP Standards Professional
Learning Team will consist of:
(A) A district level curriculum
and instruction leader;
(B) A Title III director;
(C) An English Language Development
teacher; and
(D) A mainstream teacher.
(b) The district’s ELP
Standards Professional Learning Team will serve as a corps of trainers to lead professional
learning within the district for ELD teachers, mainstream teachers, administrators,
and staff.
(c) Professional Learning Teams
must agree to participate in the Massive Open Online Course to be held at the beginning
of the 2014–2015 school year.
(d) The Professional Learning
Team must agree to create a model unit aligned to the new ELP Standards. This model
unit will contain the following criteria, which will be posted to the network portal
to be shared with colleagues throughout Oregon:
(A) Scope and sequence;
(B) Formative assessments;
(C) Summative assessment;
(D) Three sample lesson plans.
(e) The district’s Superintendent
must commit to attending at least one event identified by the Department of Education
to develop an understanding of the ELP Standards.
(f) Participating target districts
must also commit to serving as an observation site for neighboring districts. Peer
to peer observation visits will be a critical component of sharing best practices
aligned to the new ELP Standards.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 7-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 14-2014(Temp), f. & cert. ef. 3-4-14
thru 8-18-14; ODE 22-2014, f. & cert. ef. 6-24-14
581-018-0553
Funding
(1) The Department shall allocate funds
to target school districts or consortia of target school districts to establish
and support Professional Learning Teams to lead workshops for educators to implement
the English Language Proficiency Standards.
(2) Provided that the district
has met the requirements described in OAR 581-018-0552, the Department shall award
districts that participate in the Professional Learning Team Conferences a non-competitive
grant based on their total number of English Learners by district.
(3) The Department shall determine
the amount of each grant as follows: Each target district grant about equals the
district’s number of English Language Learners multiplied by (the total amount
available for distribution for the grants to districts divided by the total English
Language Learners of all target school districts).
(4) Funds received by a school
district under this section must be separately accounted for and may be used only
to provide funding for the purposes described in the application of the grant recipient.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 7-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 14-2014(Temp), f. & cert. ef. 3-4-14
thru 8-18-14; ODE 22-2014, f. & cert. ef. 6-24-14
581-018-0556
Reporting
The Oregon Department of Education will
provide a template for an interim and final grant report. Grantees are required
to submit a final report prior to receiving their final request for funds.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 7-2014(Temp),
f. & cert. ef. 2-19-14 thru 8-18-14; ODE 14-2014(Temp), f. & cert. ef. 3-4-14
thru 8-18-14; ODE 22-2014, f. & cert. ef. 6-24-14
Early Learning Professional Development
Grant
581-018-0575
Definitions
The following definitions apply to OAR
581-018-0575 to 581-018-0590:
(1) “Early Learning workforce”
means those individuals employed in the provision of services to children who are
zero through six years of age.
(2) “Equity Lens”
means the Equity Lens adopted by the Oregon Education Investment Board and described
in OAR 581-018-0010.
(3) “Non-profit organization”
means:
(a) An organization established
as a nonprofit organization under the laws of Oregon; and
(b) Qualifies as an exempt organization
under section 501(c)(3) of the Internal Revenue Code as defined in ORS 314.011.
(4) “Postsecondary Institution”
means a:
(a) A community college operated
under ORS Chapter 341.
(b) The following public universities
within the Oregon University System:
(A) University of Oregon.
(B) Oregon State University.
(C) Portland State University.
(D) Oregon Institute of Technology.
(E) Western Oregon University.
(F) Southern Oregon University.
(G) Eastern Oregon University.
(c) Oregon Health and Science
University.
(d) An Oregon-based, generally
accredited, not-for-profit institution of higher education.
(5) “Underserved student”
means a student (English language learner, student of color, an economically disadvantaged
student or a student with disabilities) who has not historically considered enrolling
in a post-secondary education program.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 17-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 32-2014, f. & cert. ef. 6-24-14
581-018-0578
Establishment
(1) There is established the Early Learning
Professional Development Grant Program to implement ORS 342.950(3)(i).
(2) The Early Learning Professional
Development Grant Program has the following purposes:
(a) To expand and scale up partnerships
involving community colleges and undergraduate educator preparation programs at
post-secondary institutions that are dedicated to creation of early childhood stackable
and portable certificates, credentials, and degree programs that prepare more non-traditional
dual language educators and that support more seamless transition from Associate
of Arts (AA) to Bachelor of Arts (BA) completion.
(b) To scale up AA/BA degree
programs that can flexibly meet the needs of the existing early childhood workforce
and provide a comprehensive array of supports to individuals completing degrees
in Early Childhood Education.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 17-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 32-2014, f. & cert. ef. 6-24-14
581-018-0581
Eligibility
(1) The following types of organizations
may apply for funding:
(a) Post-secondary institutions;
(b) Non-profit organizations;
and
(c) Providers of early learning
services.
(2) A single grant proposal
may include more than one eligible applicant, but the lead applicant must be one
of the eligible applicants identified in subsection (1) of this rule.
(3) Each grant proposal must
contain at least one post-secondary institution as a partner in the proposal.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 17-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 32-2014, f. & cert. ef. 6-24-14
581-018-0584
Criteria
(1) Applicants for grant funds must demonstrate
a commitment and readiness to design or revise programming that address the following
features:
(a) Transferability across post-secondary
institutions;
(b) Provide direct support for
students; and
(c) Program designed for underserved
students.
(2) Priority for funding shall
be given to applicants that have met the grant requirements along with the following
considerations regarding communities to be served by the grant:
(a) Communities that have a
high percentage of culturally or linguistically diverse young children;
(b) Communities that have a
high percentage of culturally or linguistically diverse candidates in the local
early childhood workforce;
(c) Location of the community
to support geographic diversity among the recipients of grant program funds across
the state.
(3) Consideration shall also
be given to whether the grant application identifies how the funds will be used
to improve education outcomes identified by the Oregon Education Investment Board,
contained in achievement compacts or set forth in ORS 351.009.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 17-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 32-2014, f. & cert. ef. 6-24-14
581-018-0587
Funding
(1) The Department of Education shall determine
for each fiscal year the portion of the funds available for the Early Learning Professional
Development.
(2) Funds received under this
section must be separately accounted for and may be used only to provide funding
for the purposes described in the application of the grant recipient.
(3) The Department shall determine
the amount of the grant based on the merits of the designed programs and alignment
of the criteria.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 17-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 32-2014, f. & cert. ef. 6-24-14
581-018-0590
Reporting
Recipients of the Early Learning Professional
Development grant funds must report on the grant to the Department of Education
and Oregon Education Investment Board. The report must include:
(1) Evidence toward meeting
defined outcomes as articulated in the grant; and
(2) Description of outputs and
activities related to creation of Early Learning Professional Development program.
(3) Data related to the impact
of the project on students, teachers and community partners. These data may include
but are not limited to the following:
(a) Number of students enrolled
in the program(s).
(b) Interviews or surveys conducted
by Department staff or evaluators.
(c) Data on specific measures
of teacher knowledge and skills related to project outcomes.
Stat. Auth. ORS 342.950
Stat. Implemented: ORS 342.950
Hist.: ODE 17-2014(Temp),
f. & cert. ef. 3-28-14 thru 9-24-14; ODE 32-2014, f. & cert. ef. 6-24-14

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contained in the Administrative Order filed at the Archives Division,
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published version are satisfied in favor of the Administrative Order.
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