justicedao/ipfs_state_laws huggingface dataset:
581-020-0600 Definitions The following definitions apply to OAR 581-020-0600 to 581-020-0624: (1) Current ELL student” means a student who is enrolled in an English language learner program in Oregon during the school year. (2) “Education Service District” or “ESD” means education service district as defined in ORS 334.003. (3) “ELL Target District” means a district selected for technical assistance under OAR 581-020-0609. (4) “ELL Transformation District” means a district selected for technical assistance and progressive interventions under OAR 581-020-0609. (5) “English language learner” or “ELL” means a student who has limited English language proficiency because English is not the native language of the student or the student comes from an environment where a language other than English has had a significant impact on the student’s level of English language proficiency. (6) “Former ELL student” means a student who was previously enrolled in an English language learner program in Oregon. (7) “Percentage of students in poverty” means the percentage of students in poverty using the number of students in poverty as calculated under OAR 581-023-0102 for purposes of calculation of the State School Fund distribution. (8) “School district” means a common or union high school district. (9) “Statewide English Learner Plan” means the plan developed and implemented by the Department pursuant to ORS 336.079. (10) “Statewide English Language Learner Program Account” means the account established by ORS 327.344. Statutory/Other Authority: ORS 336.079 Statutes/Other Implemented: ORS 336.079 History: ODE 21-2020, amend filed 05/27/2020, effective 05/27/2020 ODE 9-2020, temporary amend filed 03/20/2020, effective 03/20/2020 through 09/15/2020 ODE 51-2016, f. & cert. ef. 12-20-16 ODE 7-2016, f. & cert. ef. 2-5-16
581-020-0601 Statewide English Language Learner Program Account The Statewide English Language Learner Program Account may be used for the following purposes: (1) ELL District and School Improvement pursuant to ORS 336.079(5) and OAR 581-020-0600 through 581-020-0624; and (2) Other grants and investments to implement the Statewide English Learner Plan pursuant to ORS 336.079(3) and OAR 581-020-0626 . Statutory/Other Authority: ORS 336.079 Statutes/Other Implemented: ORS 336.079 History: ODE 21-2020, adopt filed 05/27/2020, effective 05/27/2020 ODE 9-2020, temporary adopt filed 03/20/2020, effective 03/20/2020 through 09/15/2020
581-020-0603 ELL District and School Improvement: Program (1) The Department of Education through the ELL District and School Improvement program shall: (a) Improve ELL student progress indicators including high school graduation rates and English language proficiency. (b) Identify school districts that are not meeting objectives and the needs of ELL students, taking into account the specific learning challenges and demographics of the students. (c) Collaborate with selected districts to better meet objectives and the needs of ELL students. (d) Partner with identified ELL transformation and target districts, to ensure that those districts achieve expected growth and benchmarks for student progress indicators, that an identified district is expected to meet within four years of identification and implement instructional practices and program improvements recognized as effective in improving outcomes for ELL students (e) In consultation with ELL transformation and target districts design and implement an accountability system of progressive interventions for the school districts. (f) Direct transformation and target school districts on how to expend moneys received under ORS 327.013(1)(c)(A)(ii) (ELL weight) for up to three years, for identified districts that have not met the expected growth and expected benchmarks for student progress indicators, and demonstrated implementation of instructional practices and program improvements recognized as effective in improving outcomes for ELL students. (2) The Department of Education shall identify school districts that are: (a) ELL transformation districts that are in need of progressive interventions and technical assistance; and (b) ELL target districts that are in need of technical assistance. (3) If a school district is identified as an ELL transformation or target district the district shall remain as such for four years. Statutory/Other Authority: Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) Statutes/Other Implemented: ORS 339.079 & Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) History: ODE 22-2020, amend filed 05/27/2020, effective 05/27/2020 ODE 51-2016, f. & cert. ef. 12-20-16 ODE 7-2016, f. & cert. ef. 2-5-16
581-020-0606 ELL District and School Improvement: District Eligibility and Selection (1) To be eligible for selection as an ELL transformation or target district, a district must have enrolled 20 or more English Language Learners on a date specified by the Department. School districts with fewer than 20 English Language Learners will be eligible for other regionally based services and supports provided by the Department to implement the Statewide English Learner Plan pursuant to OAR 581-020-0626 . (2) A public charter school is not eligible for selection as an ELL transformation or target district. However, a public charter school may be selected by the Department as a school within an identified ELL transformation or target district for interventions and technical assistance. Statutory/Other Authority: Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) Statutes/Other Implemented: ORS 339.079 & Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) History: ODE 21-2020, amend filed 05/27/2020, effective 05/27/2020 ODE 9-2020, temporary amend filed 03/20/2020, effective 03/20/2020 through 09/15/2020 ODE 51-2016, f. & cert. ef. 12-20-16 ODE 7-2016, f. & cert. ef. 2-5-16
581-020-0612 ELL District and School Improvement: Transformation Districts (1) The Department, in consultation with an ELL transformation district, shall: (a) Select specific schools within the district for interventions and targeted assistance. (b) Identify the specific interventions and technical assistance to be provided to ELL transformation districts which may include grant funds. (c) Establish the expected growth and expected benchmarks for student progress indicators, for all English language learners of the district, and measurable district goals for implementing instructional practices and program improvements recognized as effective in improving outcomes for ELL students. (d) Design and implement an accountability system of progressive interventions for the school district which will be provided for four years after the district has been identified as an ELL transformation district. (2) ELL Transformation Districts shall engage with the Department in an evaluation of the district’s programs for ELL students. The evaluation must be as described in OAR 581-020-0613. Statutory/Other Authority: Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) Statutes/Other Implemented: ORS 339.079 & Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) History: ODE 22-2020, amend filed 05/27/2020, effective 05/27/2020 ODE 51-2016, f. & cert. ef. 12-20-16 ODE 7-2016, f. & cert. ef. 2-5-16
581-020-0613 Transformation District Technical Assistance (1) The Department of Education shall provide technical assistance to ELL Transformation Districts. The technical assistance must include an evaluation of the district’s programs for ELL students using an approved and evidence-based needs assessment. The needs assessment will examine the root causes impacting student’s performance and program quality and effectiveness. The evaluation must include, but not be limited to program design, program model, instructional delivery strategies, curriculum, assessment, staff qualifications, staff training on culturally responsive instructional pedagogy and practices, and the level of engagement with ELL families and community. (2) The technical assistance shall have the following phases which may be repeated as necessary: (a) Phase 1: Identify and evaluate local district needs. (b) Phase 2: Identify interventions and assistance. (c) Phase 3: Plan for implementation and monitoring. (d) Phase 4: Implement and monitor. (e) Phase 5: Review, reflect and adjust. (3) The technical assistance must be within the following framework: (a) Include the application of an Equity Lens identified by the Department; (b) Be in collaboration with the school district; (c) Be based on a district needs assessment; (d) Be based upon district and state data; (e) Be individualized based on district needs and areas identified for improvement; (f) Include culturally responsive evidence-based practices; (g) Include culturally responsive promising practices; (h) Consider the ELL students’ specific learning challenges, backgrounds and demographics of the district; (i) Include an examination of school district expenditures of federal and state funds for ELL students; (j) Identify district improvement goals including expected growth and expected benchmarks for student progress indicators, and measurable district goals for implementing instructional practices and program improvements recognized as effective in improving outcomes for ELL students.; and (k) Be consistent with other state and federal laws. (4) The technical assistance process must include engagement with: (a) District administrators, teachers, ELL directors and other school district staff; (b) Improvement and instructional coaches; (c) Families of ELL students; and (d) Community stakeholders which may include culturally specific community based organizations and federally recognized tribes. (5) The Department shall ensure that staff contracted to provide technical assistance to districts have the appropriate ELL program knowledge, experience and background to effectively support the implementation of the district’s programs for ELL students including culturally responsive pedagogy and practices. Statutory/Other Authority: Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) Statutes/Other Implemented: ORS 339.079 & Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) History: ODE 22-2020, amend filed 05/27/2020, effective 05/27/2020 ODE 51-2016, f. & cert. ef. 12-20-16
581-020-0615 ELL District and School Improvement: Target Districts (1) ELL Target Districts must perform an evaluation of the district’s programs for ELL students using an approved and evidence-based needs assessment. The needs assessment will examine the root causes impacting student’s performance and program quality and effectiveness. The evaluation must include, but not be limited to, program design, program model, instructional delivery strategies, curriculum, assessment, staff qualifications, staff training on culturally responsive instructional pedagogy and practices, and the level of engagement with ELL families and community. (2) The Department shall identify the technical assistance to be provided to ELL target districts. The technical assistance shall include but not be limited to assistance with conducting the evaluation of the district’s programs. (3) If resources are available after providing technical assistance to ELL Transformation District, the Department may provide individualized technical assistance to the ELL Target Districts. The individual technical assistance must be consistent with OAR 581-020-0613. (4) The Department shall establish the expected growth and expected benchmarks for student progress indicators, for all English language learners of the district, and measurable district goals for implementing instructional practices and program improvements recognized as effective in improving outcomes for ELL students. (5) If resources are available after providing grant funds to ELL Transformation Districts, the Department may provide grant funds to ELL Target Districts. Statutory/Other Authority: Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) Statutes/Other Implemented: ORS 339.079 & Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) History: ODE 22-2020, amend filed 05/27/2020, effective 05/27/2020 ODE 51-2016, f. & cert. ef. 12-20-16 ODE 7-2016, f. & cert. ef. 2-5-16
581-020-0624 ELL District and School Improvement: Best Practices and Promising (1) The Department shall create an online resource bank for sharing national, state and local best practices and promising practices in serving ELL students and engaging families of ELL students. The best practices and promising practices must be culturally responsive. (2) The online resource bank shall include resources for best practices and promising practices and should address at a minimum: (a) The provision of support for students who are in grades 6 to 12 and have been identified as ELL students for six or more years; (b) The provision of support for students who are former ELL students; (c) Engagement of families and delivering essential notifications relating to ELL programs; and (d) Identification of students who are eligible to be enrolled as ELL students. (3) The statewide plan to support ELL students shall be included with the online resource bank. Statutory/Other Authority: Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) Statutes/Other Implemented: ORS 339.079 & Sec. 3, ch. 604 & OL 2015 (Enrolled HB 3499) History: ODE 51-2016, f. & cert. ef. 12-20-16
581-020-0626 Statewide English Learner Plan Grants and Investments (1) The Department of Education may award grants and make other investments to implement the Statewide English Learner Plan. (2) The Department of Education will establish a process for requesting for the grants and investments each biennium for which funds are available. The Department shall notify stakeholders of the request process and due dates, and make available necessary guidelines and application forms. Statutory/Other Authority: ORS 336.079 Statutes/Other Implemented: ORS 336.079 History: ODE 21-2020, adopt filed 05/27/2020, effective 05/27/2020 ODE 9-2020, temporary adopt filed 03/20/2020, effective 03/20/2020 through 09/15/2020
581-020-0634 Chronic Absenteeism Reduction Program The Oregon Department of Education establishes a Chronic Absenteeism Reduction Program to: (1) Reduce chronic absenteeism through one or several of the following programmatic strategies; (2) Identify school districts that have a high rate of chronic absenteeism; (3) Develop and support a Regional Support Model for the purpose of addressing the root causes of chronic absenteeism throughout the state, to include the following; (a) Inform identified Regional Support entities and school districts of their high rate of chronic absenteeism; (b) Provide identified lead Regional Support entities and school districts with resources related to best practices to address the root causes of chronic absenteeism and the technical assistance necessary to address the root causes of chronic absenteeism; and (c) Engage education partners and Indian Community-Based Organizations, and engage in Tribal Consultation with Tribal Nations, when required by Section 8538 of the Every Student Succeeds Act, to facilitate an equitable and inclusive approach to address the root causes of chronic absenteeism. (4) Provide targeted assistance to school districts that have the highest rates of chronic absenteeism; or (5) Provide funds and technical assistance through Integrated Community Partnership Grants to address the root causes of chronic absenteeism throughout the state. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 55-2022, amend filed 12/19/2022, effective 12/19/2022 ODE 8-2019, adopt filed 02/06/2019, effective 02/06/2019
581-020-0637 Identifying School Districts with a High Rate of Chronic Absenteeism (1) Each biennium, the Oregon Department of Education shall identify school districts with a rate of chronic absenteeism that is 10 percent or more than 10 percent of students attending the school district. (2) The Oregon Department of Education shall inform school districts identified under this rule of the rate at which chronic absenteeism occurs in the school district. (3) School districts identified under this rule may elect to be a part of a regional consortium as described in OAR 581-020-0639. (4) If selected by the Oregon Department of Education under OAR 581-020-0643, a school district identified under this rule may agree to receive targeted assistance under OAR 581-020-0646. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 50-2022, minor correction filed 09/29/2022, effective 09/29/2022 ODE 8-2019, adopt filed 02/06/2019, effective 02/06/2019
581-020-0643 Selecting School Districts to Receive Targeted Assistance From among school districts identified under OAR 581-020-0637 as having a high rate of chronic absenteeism, the Oregon Department of Education may select school districts and education districts to receive targeted assistance under OAR 581-020-0646. In selecting school districts under this rule, the department shall consider: (1) Which urban districts among all urban districts have the highest rates of chronic absenteeism; (2) Which suburban districts among all suburban districts have the highest rates of chronic absenteeism; (3) Which town districts among all town districts have the highest rates of chronic absenteeism; (4) Which rural districts among all rural districts have the highest rates of chronic absenteeism; (5) Whether a school district has a student population disproportionately affected by chronic absenteeism; and (6) Whether a school district has a lower than average rate of graduation. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 49-2022, minor correction filed 09/29/2022, effective 09/29/2022 ODE 8-2019, adopt filed 02/06/2019, effective 02/06/2019
581-020-0646 Targeted Assistance (1) If selected by the Oregon Department of Education under OAR 581-020-0643, a school district may agree to receive targeted assistance under this rule. (2) A school district that receives targeted assistance under this rule must file with the Oregon Department of Education a report assessing the school district’s needs related to chronic absenteeism. The report must: (a) Identify the root causes of chronic absenteeism in the school district; (b) Identify student populations disproportionately impacted by chronic absenteeism in the school district; and (c) Identify resources that may address the root causes of chronic absenteeism in the school district. (3) In consideration of the report, the Oregon Department of Education shall develop a plan to reduce chronic absenteeism in the school district in conjunction with the school district and education partners and Indian Community-Based Organizations. The plan must propose solutions to chronic absenteeism that: (a) Target the root causes of chronic absenteeism, including any barrier to attending school, aversion to attending school, misconception about attendance and engagement, or disengagement from school; (b) Account for student populations disproportionately imapcted by chronic absenteeism; (c) Are equitable and inclusive in its application to those student populations; (d) Are culturally responsive; and (e) Are trauma informed. (4) In implementing a plan developed under this rule, a school district must collaborate with a coach approved by the Oregon Department of Education pursuant to OAR 581-020-0649. (5) Upon request, school districts shall submit to the Oregon Department of Education data on the effectiveness of plans developed under this rule. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 55-2022, amend filed 12/19/2022, effective 12/19/2022 ODE 8-2019, adopt filed 02/06/2019, effective 02/06/2019
581-020-0649 Chronic Absenteeism Coaches (1) For the purpose of assisting the implementation of a plan developed under OAR 581-020-0646, a school district must collaborate with a coach approved by the Oregon Department of Education who is knowledgeable about chronic absenteeism. A coach with whom a school district collaborates under this rule must be able to: (a) Identify students who are at risk of being chronically absent; (b) Identify student populations disproportionately impacted by chronic absenteeism; (c) Propose solutions to chronic absenteeism that: (A) Address the root causes of chronic absenteeism, including any barrier to attending school, aversion to attending school, misconception about attendance and engagement, or disengagement from school; (B) Consider the needs of student populations disproportionately impacted by chronic absenteeism, including focal student groups; (C) Are equitable and inclusive in their application to those student populations; (D) Are culturally responsive; and (E) Are trauma informed. (2) In addition to the other requirements described in this rule, a coach with whom a school district collaborates under this rule must: (a) Be experienced working with, and be able to engage, Tribal Nations and a wide variety of education partners and Indian Community-Based Organizations; and (b) Have a demonstrated history of using a collaborative approach to problem solving. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 55-2022, amend filed 12/19/2022, effective 12/19/2022 ODE 8-2019, adopt filed 02/06/2019, effective 02/06/2019
581-020-0652 Determination and Distribution of Available Moneys (1) The Oregon Department of Education shall determine the Program components to be funded each fiscal biennium, which may include: (a) The amount of moneys available for the Chronic Absenteeism Reduction Program; (b) The amount of moneys to be distributed to each lead Regional Support entity for purposes described in OAR 581-020-0640; (c) The amount of moneys to be distributed to each school district that agrees to receive targeted assistance under OAR 581-020-0646; (d) The amount of moneys to be used to train chronic absenteeism coaches under OAR 581-020-0649; and (e) The amount of moneys to be used for Integrated Community Partnership Grants under OAR 581-020-0655. (2) The Oregon Department of Education may distribute moneys under this rule in allotments and may require distributed moneys to be used for a specific purpose. (3) The Oregon Department of Education may enter into one or more agreements with regional or community organizations or an organization that represents school districts for the purpose of making distributions to the lead Regional Support entities under this rule. (4) If a school district does not act in accordance with a plan developed under OAR 581-020-0640 or 581-020-0646 or otherwise does not comply with a provision of OAR 581-020-0631 to OAR 581-020-0655 or an agreement entered into for purposes related to addressing the root causes of chronic absenteeism, the Oregon Department of Education may suspend, or withhold and reallocate, moneys that otherwise would be distributed to the school district. (5) If a Regional Support entity does not act in accordance with a plan developed under OAR 581-020-0640 or 581-020-0646 or otherwise does not comply with a provision of OAR 581-020-0631 to OAR 581-020-0655 or an agreement entered into for purposes related to addressing the root causes of chronic absenteeism, the Oregon Department of Education may suspend, or withhold and reallocate, moneys that otherwise would be distributed to the Regional Support entity. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 55-2022, amend filed 12/19/2022, effective 12/19/2022 ODE 8-2019, adopt filed 02/06/2019, effective 02/06/2019