justicedao/ipfs_state_laws huggingface dataset:
581-020-0655 Integrated Community Partnership Grant (1) The Oregon Department of Education will establish a process for eligible entities to apply for an Integrated Community Partnership Grant. (2) The Oregon Department of Education may award Grants to eligible entities based on whether the applicant meets the following criteria: (a) Is a Community-Based Organization, culturally specific organization, early learning hub, provider of early learning services, education service district, Tribal Nation, or consortia of the above; (b) Authentically and consistently engages Community Voice in the proposed project; (c) Demonstrates equitable distribution of Grant funds and resources in Partnership; (d) Demonstrates that the objectives of the grant activities are to benefit and serve students impacted by chronic absenteeism, including focal student groups; (e) Demonstrates that the strategies utilized in grant activities will reduce chronic absenteeism and/or remove barriers to attendance and engagement for students and families disproportionately impacted by chronic absenteeism; and (f) Is actively engaged in or prepared to enter into an inclusive Partnership and/or consortium with other entities invested in reducing the root causes of chronic absenteeism. (3) The Oregon Department of Education may give priority to applications that: (a) Are from, or are led by, Culturally Specific or Community-Based Organizations that represent focal student group communities; (b) Demonstrate authentic and ongoing Partnerships with Community-Based Organizations, Culturally Specific Organizations, school districts, early learning hubs, education service districts, providers of early learning services, post-secondary institutions of education, or Tribal Nation(s); (c) Will help ensure geographic diversity of the Grant program by including rural communities or other underserved communities with large focal student group populations; or (d) Address a strategy or an objective that addresses the root causes of chronic absenteeism that requires additional support, as determined by the Oregon Department of Education. (4) Administrative costs, which include indirect costs, will be allowed as a percentage of the Grant funds disbursed to Community-Based Organizations, culturally specific organizations, early learning hubs, provider of early learning services, education service districts, or Tribal Nations . (5) Grant recipients must report project or program expenditures, progress, and outcomes in the manner and form required by the Oregon Department of Education. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 55-2022, adopt filed 12/19/2022, effective 12/19/2022
581-020-0700 Professional Learning Criteria to Support Inclusive Social Science Instruction (1) For purposes of this rule, “Culturally responsive” means the implicit recognition and incorporation of the cultural knowledge, experience, and ways of being and knowing of learners in teaching, learning, and assessment. (2) For the purpose of this rule, “best practices” means professional learning aligned with specific content and subject standards, incorporating active learning for participants, encouraging sustained and continuous collaboration, and learning for improvement in instruction. (3) Professional learning pursuant to SB 1050 must: (a) Improve educators’ knowledge of the histories, contributions and perspectives of the individuals and groups named in ORS 329.494 and ORS 329.045(1)(b)(B); (b) Utilize best practices for culturally responsive professional learning with opportunities for ongoing and follow-up engagements with participants extending throughout the school year. (c) Improve educators’ understanding of culturally responsive pedagogy. (d) Encourage and guide the revision of curriculum to better address the histories, contributions, and perspectives of individuals and groups related to ORS 329.494 and ORS 329.045 (1)(b)(B). Statutory/Other Authority: SB 1050 (2023), ORS 329.494 & ORS 329.045(1)(b)(B) Statutes/Other Implemented: SB 1050 (2023), ORS 329.494 & ORS 329.045(1)(b)(B) History: ODE 17-2024, adopt filed 04/24/2024, effective 04/24/2024
581-020-0705 Workforce Survey Definitions (1) Public education provider means: (a) A school district, as described in ORS 330.005; (b) A public charter school, as described in ORS 338.005; (c) An education service district, as described in ORS 334.003; (d) A long term care or treatment facility, as described in ORS 343.961; (e) The Youth Corrections Education Program; (f) The Juvenile Detention Education Program; or (g) The Oregon School for the Deaf. (2) Education workforce means licensed educators and classified staff who are: (a) Employed by a public education provider; or (b) Under contract to provide services to a public education provider. (3) Licensed educator means a teacher, administrator, or other school professional who is licensed, registered or certified by the Teacher Standards and Practices Commission. (4) Classified staff means all employees of a public education provider except those for whom a Teacher Standards and Practices Commission license is required as a basis for employment in a public education provider. This also includes employees who hold licenses issued by agencies other than TSPC. (5) Employed means paid by a public education provider as a regular employee. (6) Under contract means paid by a public education provider through a contracted third party or contracted individually. Statutory/Other Authority: SB 283 (2023) Statutes/Other Implemented: SB 283 (2023) History: ODE 8-2025, minor correction filed 02/14/2025, effective 02/14/2025 ODE 4-2025, adopt filed 02/07/2025, effective 02/07/2025
581-020-0710 Workforce Survey Purpose (1) The Department of Education shall annually administer a web-based survey of the education workforce designed to: (a) Assist in the gathering of information about the perceptions of working experiences of the education workforce of this state, including the experience in the school district and in individual schools. (b) Evaluate school climate and culture from the education staff perspective. (2) Individual responses collected through the survey will be confidential and anonymous. (3) Data from the survey shall be used to support the following purposes: (a) Honor the importance and necessity of incorporating voices of members of the education workforce into the continuous improvement process for Oregon’s public education systems. (b) Provide Oregon’s public education providers, state agencies, and the Legislature with meaningful and actionable data regarding perceptions of working experiences, climate, and culture that can be used in combination with state and local data to improve systemic working conditions. Statutory/Other Authority: SB 283 (2023) Statutes/Other Implemented: SB 283 (2023) History: ODE 9-2025, minor correction filed 02/14/2025, effective 02/14/2025 ODE 4-2025, adopt filed 02/07/2025, effective 02/07/2025
581-021-0003 Course Requirements for Personal Financial Education and Higher Education and Career Path Skills (1) Courses that include Personal Financial Education and Higher Education and Career Path Skills content standards shall be taught by a licensed or registered educator. Licensed educators shall possess a valid license issued by the Teacher Standards and Practices Commission in at least one of the following areas: (a) Teaching Licenses as found in Atypical Assignments OAR 584-210-0170; (b) School Counselor License as found in OAR 584-245-0110; (c) Administrative License as found in OAR 584-235-0030; (d) Restricted CTE Teaching License as found in OAR 584-230-0040; (2) Districts shall award 0.5 credit in Personal Financial Education for courses that address all of the State Board Adopted Content Standards for the subject in accordance with OAR 581-022-2025 Credit Options. (a) Districts may award credit in more than one content area for a Personal Financial Education course that integrates other content standards. (b) Districts may offer these courses as part of a college-credit granting opportunity. (3) Districts shall award 0.5 credit in Higher Education and Career Path Skills for courses that address all of the State Board Adopted Content Standards for the subject in accordance with OAR 581-022-2025 Credit Options. (a) Districts may award credit in more than one content area for a Higher Education and Career Path Skills course that integrates other content standards. (b) Districts may offer these courses as part of a college-credit granting opportunity. (4) A district or public charter school may request a waiver of the credit requirements described in ORS 329.251 (2)(a)(D) and (E) by demonstrating, to the satisfaction of the Oregon Department of Education that the district or school is unable to provide courses necessary for students to satisfy the credit requirements due to a lack of educators qualified to provide the courses. If approved, this waiver is for students who will be awarded a high school diploma on or after January 1, 2027 and before January 1, 2028. (a) If a district seeks to request a waiver, it shall submit an application to the Department which includes: (A) The reason for seeking a waiver; (B) The subject(s) for which the waiver is sought; (C) The projected dates for implementation of required courses; and (D) Local school board approval of the application and the date of such approval. (b) Waivers may be approved at the Oregon Department of Education’s discretion. Denied waivers may be appealed to the State Board of Education. (c) Waivers must be submitted to the Oregon Department of Education no later than July 1, 2026. (d) No waivers shall be granted for students graduating on or after January 1, 2028. Statutory/Other Authority: ORS 329.007, ORS 329.025, ORS 329.045 & ORS 329.451 Statutes/Other Implemented: ORS 329.007, ORS 329.025, ORS 329.045 & ORS 329.451 History: ODE 53-2024, adopt filed 10/25/2024, effective 10/25/2024 ODE 43-2024, temporary adopt filed 06/25/2024, effective 06/25/2024 through 12/21/2024
581-021-0009 Exemptions (1) The school district may excuse students from a state required program or learning activity, where necessary, to accommodate students' disabilities or religious beliefs: (a) Approval of the exemption shall be based upon and shall include: (A) A written request from the student's parent or guardian or the student, if the student is 18 years of age or older or a legally emancipated minor, listing the reasons for the request and a proposed alternative for an individualized learning activity which substitutes for the period of time exempt from the program and meets the goals of the learning activity or course being exempt; (B) An evaluation of the request and approval by appropriate school personnel (the alternative should be consistent with the student's educational progress and career goals as described in OARs 581-022-2270 and 581-022-2060). (b) Following approval by the district school board, and upon completion of the alternative, credit shall be granted to the student. (2) The school district may approve and grant credit to a student for the alternative to a state required program or learning activity if the procedures in section (1) of this rule are followed. (3) Subsections (1) and (2) of this rule do not apply to exemption from participating in Oregon’s statewide summative assessments, which are defined as statewide assessments used to meet both participation and performance requirements for state and federal systems accountability. Exemption from Oregon’s statewide summative assessments is instead governed by Section 2, chapter 519, Oregon Laws 2015 (Enrolled House Bill 2655). ODE will annually publish notice about Oregon’s statewide summative assessments and an opt-out form as required under by Section 2, chapter 519, Oregon Laws 2015 (Enrolled House Bill 2655). (4) Subsection (3) of this rule will sunset as of July 1, 2021. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 139-2019, minor correction filed 09/11/2019, effective 09/11/2019 ODE 44-2018, renumbered from 581-022-1910, filed 12/11/2018, effective 12/11/2018 ODE 23-2015, f. & cert. ef. 12-18-15 EB 18-1996, f. & cert. ef. 11-1-96
581-021-0013 Child Development Specialist Programs (1) A Child Development Specialist program is an optional elementary component of a district’s comprehensive school counseling program for grades K–8, (or any configuration therof), based on the Oregon Department of Education’s Framework for Comprehensive School Counseling under OAR 581-022-2060. (2) The district school board of every school district operating elementary schools may make the services of a Child Development Specialist available to the children and their families residing in attendance areas of the schools. A Child Development Specialist may serve as counseling staff trainined to help implement the comprehensive school counseling program. (3) If a district school board chooses to establish a child development specialist program, the school district must meet the following requirements: (a) The school district shall submit a written plan describing the program to the Department of Education and the program must be approved by the department. (b) Upon department approval of a district’s plan, a school district may submit a child development specialist candidate application for department approval. (c) The school district shall conduct an annual review of the program and submit an updated plan to the department for reauthorization of the program. (d) Each Child Development Specialist employed by a school district shall complete an annual evaluation of the specialist’s child development plan to be included with the school district’s updated plan. (4) The department will: (a) Conduct an annual program review of any district that has established or chooses to establish a Child Development Specialist Program as an elementary, grades K–8, component of the district’s K–12 comprehensive school counseling program. (b) Conduct an annual review of each Child Development Specialist’s Summary of Activities as part of the reauthorization process. (c) Up-date and post all child development specialist forms needed for program approval and CDS authorization/reauthorization on the Oregon Department of Education web page annually. (d) Maintain a Child Development Specialist Advisory Committee to hear appeals by districts or Child Development Specialist, or to serve when requested by the department for input. Statutory/Other Authority: ORS 326.051 & 329.275 Statutes/Other Implemented: ORS 329.255, 329.265 & 329.385 History: ODE 44-2018, renumbered from 581-022-1512, filed 12/11/2018, effective 12/11/2018 ODE 19-2018, amend filed 06/05/2018, effective 06/06/2018 Renumbered from 581-023-0050, ODE 19-2008, f. & cert. ef. 6-27-08 EB 11-1992, f. & cert. ef. 4-7-92 1EB 18-1981, f. & ef. 12-23-81 1EB 199, f. 7-1-75, ef. 9-1-75
581-021-0020 District School Board Proceedings Questions of school officers and others concerning the proper administration of the school laws and rules of the Oregon State Board of Education shall be submitted to the Superintendent of the respective county. If the Superintendent is not prepared to answer any question of law submitted to him, he may submit the same in writing to the Superintendent of Public Instruction, giving all the essential facts and stating the point of inquiry in the form of a direct question. The Superintendent of Public Instruction shall answer all such inquiries, securing an opinion of the Attorney General when necessary. Statutory/Other Authority: ORS 326 Statutes/Other Implemented: ORS 326.310 History: 1EB 134, f. 7-5-72, ef. 7-15-72 1EB 118, f. 11-28-67, ef. 12-25-67
581-021-0022 Student Evaluation The district shall develop policies to assure that a students’ academic grade reflects his/her academic achievement in that course. Absenteeism or misconduct shall not be a sole criterion for the reduction of grades. Statutory/Other Authority: ORS 326.051(1)(b) Statutes/Other Implemented: ORS 339.280 History: EB 17-1991, f. & cert. ef. 9-9-91
581-021-0023 Mercury Elimination Policy (1) Definitions: (a) “Mercury-added instructional material” means an item or product containing intentionally added elemental mercury or mercury compound(s) used for educational purposes. (b) “Mercury compound” means a substance consisting mercury chemically combined with another element or combinations of elements, e.g. mercury oxide (HgO). (c) “Elemental mercury” means the silvery-white liquid metal with atomic number of 80 and an atomic mass of 200.57 represented by chemical symbol Hg. (2) All Oregon school districts must: (a) Prohibit the purchase of elemental mercury, mercury compounds and mercury-added instructional materials; (b) Eliminate all elemental mercury and mercury compounds that are maintained for education purposes, for example, vials of liquid mercury and samples of mercury compounds contained in chemistry class; (c) Eliminate the use of mercury-added instructional materials; and (d) Eliminate the use of items and products containing elemental mercury or mercury compounds, as those items and products are replaced at the end of their normal useful lives with cost-effective mercury-free alternatives. (3) As instructional materials, items and products containing elemental mercury and mercury compounds are replaced; school districts should work with the Oregon Department of Environmental Quality in the proper disposal of materials, items and products. Statutory/Other Authority: ORS 326.051(b) Statutes/Other Implemented: ORS 326.051(g) History: ODE 2-2004, f. & cert. ef. 1-15-04
581-021-0030 Limitation on Administration and Utilization of Tests in Public Schools (1) Tests shall be considered as instruments that are means to assist decision-making on the part of parents, the public, school boards and the professional staff, rather than ends unto themselves. Tests may be used as follows in addition to other uses specified in local policies: (a) To assist in making decisions about the effectiveness of school programs; (b) To assist in determining the attainment of specified educational outcomes; (c) To provide information to the students about themselves, to parents, and to the school staff which may assist them in making programmatic decisions of benefit to the student. (2) Tests of intelligence, ability, achievement or aptitude shall not be used as sole criterion for placement of students in educational groups or tracks: (a) Before administering individual intelligence tests (as opposed to group intelligence tests) and all tests of personality to children in public schools, districts shall inform parents as to the purpose of testing; and the parents’ written permission shall be obtained. In homes where the predominant language spoken is not English, the communications on the purpose of testing should be in the language spoken in the home; (b) When a school district believes it is not feasible to comply with subsection (2)(a) of this rule, it may petition the Department of Education for a waiver in accordance with the procedure contained in the State Standards for Oregon Public Schools. Statutory/Other Authority: ORS 326 & 336 Statutes/Other Implemented: 20 U.S.C. 1232h History: 1EB 16-1982, f. 8-4-82, ef. 8-5-82 1EB 226, f. & ef. 6-4-76 1EB 173, f. 7-1-74, ef. 9-1-74 1EB 141, f. 10-5-72, ef. 10-15-72
581-021-0033 Interscholastic Activities Eligibility Requirement for Home School Students (1) A home school student may participate in interscholastic activities in his or her resident district’s attendance area if the student meets all of the requirements of ORS 339.460 and: (a) Achieves a composite test score that is not less than the 23rd percentile on any of the annual achievement tests listed in OAR 581-021-0026; and (b) Submits the student’s composite test score to the district prior to participation in an interscholastic activity. (2) Notwithstanding subsection (1)(b) of this rule, any public school student who chooses to be home schooled may participate in interscholastic activities while awaiting test score results. (3) A school district may adopt alternative requirements, in consultation with the parent or legal guardian of a home school student, that a student must meet to participate in interscholastic activities, including but not limited to a requirement that a student submit a portfolio of work samples to a school district committee for review to determine whether a student is eligible to participate in interscholastic activities. Statutory/Other Authority: ORS 339.460 Statutes/Other Implemented: ORS 339.460 History: ODE 19-2000, f. & cert. ef. 5-23-00 EB 2-1992, f. & cert. ef. 2-21-92 EB 15-1991(Temp), f. & cert. ef. 8-29-91
581-021-0041 Form and Protocol for Sports Physical Examinations (1) The State Board of Education adopts by reference the form entitled "School Sports Pre- Participation Examination” dated April, 2023. The form sets out the protocol for conducting the physical examination required for students who participate in extracurricular sports in grades 7 through 12 and must be used to document the physical examination. The form may be used in either a hard copy or electronic format. (2)(a) Medical providers conducting physicals of students who participate in extracurricular sports in grades 7 through 12 must use the School Sports Pre-Participation Form. (b) Medical providers may use their electronic health records systems to produce the electronic form. (c) If the form is produced from an electronic medical record, the form must contain the following statement above the medical provider’s signature line: This form is an exact duplicate of the current form required by the State Board of Education containing the same history questions and physical examination findings. I have also reviewed the "Suggested Exam Protocol”. (3) The completed forms must be returned to the school district following the examination. (4) Medical providers conducting physicals on or after May 1, 2018 and prior to May 1, 2023 must use the form dated May, 2017. (5) Medical providers conducting physicals on or after May 1, 2023 and prior to May 1, 2024 may use either the form dated May 2017 or the form dated April 2023. (6) Medical providers conducting physicals on or after May 1, 2024 must use the form dated April 2023. NOTE: The form can be found on the Oregon School Activities Association (OSAA) website: www.osaa.org Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 336.479 History: ODE 20-2023, amend filed 10/18/2023, effective 10/18/2023 ODE 6-2017, f. & cert. ef. 5-4-17 ODE 14-2010, f. & cert. ef. 11-15-10 ODE 9-2010(Temp), f. & cert. ef. 6-30-10 thru 11-26-10 ODE 8-2010, f. & cert. ef. 5-27-10 ODE 4-2005, f. & cert. ef. 2-14-05 ODE 29-2004(Temp), f. & cert. ef. 9-15-04 thru 2-25-05 ODE 24-2002, f. & cert. ef. 11-15-02
581-021-0043 Displaying Sovereign Tribal Government’s Flags in Public Schools (1) As used in this section, “Oregon Sovereign tribal governments” means a federally recognized tribal government located in the state of Oregon. (2) Upon request from an Oregon sovereign tribal government, a flag representing the sovereign tribal government must be displayed on, near, or within a school building, under the control of the school district board during school hours. (3) The location of the flag will be determined by school district in consultation with the requesting sovereign tribal government. (4) A school district may not charge for displaying the flag. Statutory/Other Authority: ORS 326.051 Statutes/Other Implemented: ORS 326.051 History: ODE 31-2016, f. & cert. ef. 4-28-16 ODE 13-2016, f. & cert. ef. 2-5-16