justicedao/ipfs_state_laws huggingface dataset:
584-420-0610 Adaptive Physical Education Specialization: Program Standards (1) Candidates who are prepared for the Adaptive Physical Education specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in adaptive physical education learning environments. (2) The Commission may provide approval to an Adaptive Physical Education Specialization program only if it includes: (a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) Field experiences that include supervised teaching or internships in classrooms with adaptive physical education learners; and (c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Adaptive Physical Education specialization program. (3) Standard 1: Candidates demonstrate knowledge and skills related to specific teaching methodology for students with disabilities; (4) Standard 2: Candidates demonstrate knowledge and skills related to assessment and evaluation of students with disabilities in physical education; (5) Standard 3: Candidates demonstrate knowledge and skills related to adapting instruction, behavior management techniques in physical education for students with disabilities; (6) Standard 4: Candidates demonstrate knowledge and skills related to utilizing community resources to improve program effectiveness. Statutory/Other Authority: ORS 342 Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553 History: TSPC 1-2016, f. & cert. ef. 2-10-16 TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16
584-420-0620 Early Childhood Education Specialization: Program Standards (1) Candidates who are prepared for the Early Childhood Education specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in early childhood education learning environments. (2) The Commission may provide approval to an Early Childhood Education Specialization program only if it includes: (a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) Field experiences that include supervised teaching or internships in classrooms with Early Childhood Education learners; and (c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Early Childhood Education Specialization program. (3) Standard 1: Candidates demonstrate knowledge and skills related to human development with special emphasis on cognitive, physical, language, social, emotional, and aesthetic development from birth through age eight; (4) Standard 2: Candidates demonstrate knowledge and skills related to foundations of early childhood education, to include familial, social, and cultural contexts and diversity; (5) Standard 3: Candidates demonstrate knowledge and skills related to curriculum for young children, to include developmentally appropriate objectives, teaching materials, and learning experiences for integrating instruction in language, mathematics, science, social studies, health, safety, nutrition, art, music, drama, and movement; (6) Standard 4: Candidates demonstrate knowledge and skills related to instruction on dyslexia that is consistent with the knowledge and practice standards of an international organization on dyslexia; (7) Standard 5: Candidates demonstrate knowledge and skills related to classroom management to meet the individual needs of young children, to include children with disabilities and special abilities; (8) Standard 6: Candidates demonstrate knowledge and skills related to observation and evaluation of children's behavior and achievement and use of these data in planning instruction, guiding children, and collaborating with parents and resource persons; (9) Standard 7: Candidates demonstrate knowledge and skills related to instruction on communicating and conferencing with parents, regular and special educators, and other professional resources to achieve educational objectives with each child; and (10) Standard 8: Candidates demonstrate knowledge and skills related to supervised practicum integrated with instruction in all of the above, to include experiences in prekindergarten and kindergarten programs. Statutory/Other Authority: ORS 342 Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553 History: TSPC 1-2016, f. & cert. ef. 2-10-16 TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16
584-420-0640 Autism Spectrum Disorder Specialization: Program Standards (1) Candidates who are prepared for the Autism Spectrum Disorder specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students with autism spectrum disorders. (a) Content that will enable candidates to gain the knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) Field experiences that include supervised teaching or internships in classrooms with children with Autism Spectrum Disorders; and (c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Autism Spectrum Disorder Specialization program. (2) Standard 1: Candidates indicate knowledge of autism spectrum disorders including development and characteristics of learners. (3) Standard 2: Candidates demonstrate knowledge of Assessments for Development and Educational Impact on Autism Spectrum Disorder service needs. (4) Standard 3: Candidates demonstrate knowledge of system-wide considerations. (5) Standard 4: Candidates demonstrate knowledge of evidence-based interventions to promote focused, engaged time for learners with Autism Spectrum Disorder. (6) Standard 5: Candidates demonstrate knowledge and skills related to training and coaching of adults serving individuals with Autism Spectrum Disorder. (7) Standard 6: Candidates demonstrate knowledge and skills related to professional practices for Autism Spectrum Disorder Specialists. (8) Standard 7: Candidates demonstrate knowledge and skills related to effective collaboration with families and communities. Statutory/Other Authority: ORS 342 Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553 History: TSPC 1-2016, f. & cert. ef. 2-10-16 TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16
584-420-0660 Talented and Gifted Specialization: Program Standards (1) Candidates who are prepared for the Talented and Gifted Specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of talented and gifted students. (2) The Commission may provide approval to a Talented and Gifted Specialization program only if it includes: (a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) Field experiences that include supervised teaching or internships in classrooms with talented and gifted learners; and (c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Talented and Gifted Specialization program. (3) Standard 1: Learner Development and Individual Learning Differences: Talented and Gifted Specialists understand the variations in learning and development in cognitive and affective areas between and among Talented and Gifted Learners and apply this understanding to provide meaningful and challenging learning experiences for children identified as Talented and Gifted. (4) Standard 2: Learning Environments: Talented and Gifted Specialists create safe, inclusive, and culturally responsive learning environments so that talented and gifted learners become effective learners and develop social and emotional well-being. (5) Standard 3: Curricular Content Knowledge: Talented and Gifted Specialists use knowledge of general and specialized curricula to advance learning for talented and gifted learners. (6) Standard 4: Cultural Competency and Equity in the Classroom: Talented and Gifted Specialists demonstrate the cultural competency and proficiencies necessary to provide equitable outcomes for all students. (7) Standard 5: Assessment: Talented and Gifted Specialists use multiple methods of assessment and data sources in making educational decisions about identification of talented and gifted Learners and student learning. (8) Standard 6: Instructional Planning and Strategies: Talented and Gifted Specialists select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of talented and gifted learners. (9) Standard 7: Professional Learning and Ethical Practices: Talented and Gifted Specialists use foundational knowledge of the field and professional ethical principles and programming standards to inform gifted education practice, to engage in lifelong learning, and to advance the profession. (10) Standard 8: Collaboration: Talented and Gifted Specialists collaborate with families, other educators, related service providers, talented and gifted learners, and personnel from community agencies in culturally responsive ways to address the needs of talented and gifted Learners across a range of learning experiences. Statutory/Other Authority: ORS 342 Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553 History: TSPC 1-2016, f. & cert. ef. 2-10-16 TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16
584-420-0710 Trauma-Informed Practices Specialization: Program Standards (1) Purpose of the Program: Candidates who are prepared for the Trauma-Informed Practices (TIP) Specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal, and social development of students who have been impacted by the experience of trauma and to provide mentoring, resources, professional development, leadership and support to improve teaching and learning in educational environments where individuals and collective communities have been impacted by trauma. (2) The Commission may provide approval to a Trauma-Informed Practices Specialization program only if it includes: (a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) Field experiences that include supervised teaching and leadership practicum in PK-12 educational communities with students who have been impacted by the experience of trauma; and (c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire TIP Specialization program. (3) Standard 1 : Learner Development and Individual Learning Differences. Candidates demonstrate an understanding of the ways in which experiences of trauma can impact development and learning and apply that understanding to foster environments and contexts conducive to growth. (4) Standard 2 : Contributing Factors. Candidates demonstrate awareness of individual, community and systemic factors that impact educational communities, which entails understanding of their own identity, positionality, and experience and how that fits into a larger diverse context. (5) Standard 3 : Sustainability. Candidates demonstrate the ability to recognize and address their own needs as educators, including establishing personal and collective practices that facilitate continued and sustaining work towards the creation of Trauma-Informed Educational Communities. (6) Standard 4: Trauma-Informed Educational Communities. Candidates demonstrate the ability to understand the complex factors and impacts of trauma on educational communities at the school level and the capacity to enact positive change. (7) Standard 5: Learning Environment. Candidates demonstrate the ability to create learning environments that are responsive to the needs of those impacted by trauma. (8) Standard 6: Trauma-Informed Practices Curriculum. Candidates demonstrate the ability to create asset-based curriculum. (9) Standard 7: Leadership and Advocacy. Candidates demonstrate the ability to analyze strengths and areas for growth in self and others informed by ongoing reflection and evaluation. Candidates facilitate improvement efforts, provide professional development and mentor others in order to advocate for culturally responsive and equitable trauma-informed practices in educational communities. Statutory/Other Authority: ORS 342, ORS 342.147 & ORS 342.165 Statutes/Other Implemented: ORS 342.147 & ORS 342.165 History: TSPC 20-2021, adopt filed 11/15/2021, effective 01/03/2022
584-435-0010 Effective Date and Supersedure Effective August 1, 2022, programs for personnel service will be issued under the rules set forth in this division, which supersedes preceding divisions OAR 584-018 & 584-400 in case of conflict. Statutory/Other Authority: ORS 342.138, ORS 342.147 & ORS 342.165 Statutes/Other Implemented: ORS 342.138 & ORS 342.147 History: TSPC 1-2022, minor correction filed 01/25/2022, effective 01/25/2022 TSPC 21-2021, adopt filed 11/15/2021, effective 01/03/2022
585-001-0000 Procedure for Notification of Proposed Action Prior to the adoption, amendment, or repeal of any rule, Commission shall give notice of the proposed action as follows: (1) By publication in the Secretary of State's Bulletin referred to in ORS 183.360 at least 21 days prior to effective date of the proposed action; (2) By mailing or e-mailing a copy of the notice of proposed action to persons on Commission’s mailing list established pursuant to ORS 183.335(8) at least 28 days before the effective date of the proposed action; (3) By mailing or e-mailing a copy of the notice to the legislators specified in ORS 183.335(15) at least 49 days before the effective date of the proposed action; and (4) By mailing or e-mailing, or furnishing a copy of the notice to the following organizations or publications at least 21 days prior to effective date of the proposed action: (a) The American Council of the Blind of Oregon (b) The National Federation of the Blind of Oregon; (c) United Press International; and (d) Associated Press. Statutory/Other Authority: ORS 183.335, ORS 346.150 & ORS 183.341 Statutes/Other Implemented: ORS 183.335 & ORS 183.341 History: CFTB 2-2021, amend filed 02/23/2021, effective 02/24/2021 CFTB 1-2005, f. & cert. ef. 2-11-05 2BC 25, f. & ef. 12-17-75
585-001-0005 Rules of Practice and Procedure The Attorney General’s Model Rules of Procedure for Contested Cases filed with the Secretary of State are adopted as the rules of practice and procedure of Commission. In addition to the Model Rules, the rules of procedure in Oregon Administrative Rules Chapter 585, Division 25 shall apply. [ED. NOTE: The full text of the Attorney General’s Model Rules of Procedure is available from the office of the Attorney General or the Commission for the Blind.] Statutory/Other Authority: ORS 346.150 & ORS 183.341 Statutes/Other Implemented: ORS 183 History: CFTB 2-2021, amend filed 02/23/2021, effective 02/24/2021 CFTB 3-2001, f. & cert. ef. 8-10-01 BLC 1-1988, f. & cert. ef. 11-14-88 BLC 2-1987, f. & ef. 11-18-87 2BC 2-1986, f. & ef. 4-11-86 2BC 1-1984, f. & ef. 2-13-84 2BC 1-1982, f. & ef. 2-19-82 2BC 1-1980, f. & ef. 3-28-80 Renumbered from 585-010-0035, 2BC 1-1978, f. & ef. 4-13-78 2BC 26, f. & ef. 3-1-76 2BC 21, f. 1-28-74, ef. 2-25-74 2BC, f. 2-8-72, ef. 2-15-72
585-001-0006 Payment of Legal Fees and Transportation Costs Commission will not pay for attorney’s fees or transportation costs for an applicant for vocational rehabilitation services or for a client receiving vocational rehabilitation services in connection with an administrative review, formal mediation or fair hearing proceeding. Statutory/Other Authority: ORS 346.150 Statutes/Other Implemented: ORS 346.150 History: CFTB 2-2021, amend filed 02/23/2021, effective 02/24/2021 Renumbered from 585-010-0300, CFTB 1-2005, f. & cert. ef. 2-11-05 CFTB 3-1999, f. & cert. ef. 7-8-99 2BC 1-1979, f. & ef. 10-24-79
585-001-0007 Definitions The following definitions shall apply to all Oregon Administrative Rules contained in OAR Chapter 585, Division 1, unless the context requires otherwise: (1) "Custodian" refers to a public body mandated, directly or indirectly, to create, maintain, care for or control a public record. "Custodian" does not include a public body that has custody of a public record as an agent of another public body that is the custodian, unless the public record is not otherwise available. (2) "Designee" refers to any officer or employee of Commission appointed by the Executive Director to respond to requests for public records of Commission. (3) "Executive Director" refers to the Executive Director of Commission. (4) "Duplication” or “Duplicating" refers to the process of reproducing a public record or writing in any format. (5) "Commission" refers to the Oregon Commission for the Blind. (6) "Person" includes any natural person, corporation, partnership, firm or association. (7) "Photocopy(ing)" includes a photograph, microphotograph and any other reproduction on paper or film in any scale, or the process of reproducing, in the form of a photocopy, a public record or writing. (8) "Public body" includes every state officer, agency, department, division, bureau, board and commission; every county and city governing body, school district, municipal corporation, and any board, department, commission, council, or agency thereof; and any other public agency of this state. (9) "Public record or writing" includes a document, book, paper, photograph, file, sound recording, machine readable electronic record or other material regardless of physical form or characteristics, made, received, filed or recorded in pursuance of law or in connection with the transaction of public business, whether or not confidential or restricted in use. (10) "Requestor" refers to the person requesting inspection, copies, or other reproduction of a public record of Commission. Statutory/Other Authority: ORS 346.150 Statutes/Other Implemented: ORS 346.110-346.270 & ORS 192.311-192.478 History: CFTB 2-2021, amend filed 02/23/2021, effective 02/24/2021 CFTB 1-2013, f. & cert. ef. 10-10-13 CFTB 2-2012, f. & cert. ef. 12-17-12
585-001-0011 Fees for Public Records and Other Services (1) Commission shall establish a fee schedule and assess fees for fulfilling requests for public records that are reasonably calculated to reimburse Commission for its actual cost of making public records available, including costs for per page copy and facsimile fees, postage when applicable, staff time to locate, review, remove information exempt from disclosure, and/or transfer the material to a requested electronic or other necessary format appropriate for releasing the public record(s). (2) If Commission can fulfill a request for records using less than 30 minutes of staff time, Commission will not charge the requester for that time. (3) No additional fee will be charged for providing records in an alternative format when required by the Americans with Disabilities Act. (4) The Executive Director or designee may reduce or waive fees or other charges under this rule if the Executive Director or designee determines that: (a) Time spent making the records available for inspection or preparation for photocopying was negligible; (b) Supplying the requested records is within the normal scope of a Commission activity; (c) Payment would cause extreme or undue financial hardship upon the requestor; or (d) Making the record available primarily benefits the general public. (5) The requestor will be notified of the initial cost estimate for fulfilling the request. Commission shall seek approval from the requestor, prior to initiating work to fulfill a request. Commission will work with requester to refine the scope of their request, if necessary, to reduce costs. (6) All fees and charges must be paid in advance of releasing the requested public records for inspection or before photocopies are provided. Payments must be made by check or money order and made payable to the “Oregon Commission for the Blind.” (7) To reduce costs and paper waste, photocopies will be produced on recycled paper in double-sided print format whenever feasible. (8) Due to the threat of computer virus, Commission will not permit requestors to provide their own media storage devices for electronic reproduction of computer records. Requests for other electronic reproduction will be evaluated at the time of the request and a determination made as to the feasibility and accessibility of the requested electronic format. There is no charge to send documents by email or other electronic transfer method. Statutory/Other Authority: ORS 346.150 & ORS 192.324 Statutes/Other Implemented: ORS 192.324 History: CFTB 2-2021, adopt filed 02/23/2021, effective 02/24/2021
585-005-0015 Statement of Purpose and Statutory Authority These rules govern the Oregon Commission for the Blind's (OCB) acquisition of information about a subject individual's criminal history through criminal records checks or other means and its use of that information to determine whether the subject individual is fit to provide services to OCB as an employee, volunteer, or contractor. The fact that OCB approves a subject individual as fit does not guarantee the individual a position as an OCB employee, volunteer, or contractor. Statutory/Other Authority: ORS 346-300 & ORS 181A.195 Statutes/Other Implemented: ORS 346-300 & ORS 181A.195 History: CFTB 3-2021, amend filed 04/27/2021, effective 04/27/2021 CFTB 2-2009, f. & cert. ef. 6-11-09