581-014-0022 Definitions of Optional Targets for Mental and Behavioral Health for the Student Investment Account (1) “Local optional metrics” means metrics that an eligible applicant establishes in addition to required metrics. (2) “Optional progress markers” means a set of indicators that identify changes in policies, practices, behaviors, and approaches over a period of time. (3) “Optional Targets” mean quantitative or qualitative information that names how an eligible applicant can determine the changes of an investment in mental and behavioral health and is inclusive of local optional metrics and optional progress markers. (4) “Evidence-based” refers to forms of validation that do not just stem from dominant educational research but include community-driven, indigenous, tribal, culturally-responsive/sustaining/specific, non-dominant and non-Western ways of knowing, being, and researching. Instructional practices, activities, strategies, or interventions that are “evidence-based” should not just privilege scientific evidence, but also be driven by evidence stemming from the perspectives of those affected by those practices, activities, strategies, or interventions. (5) “Culturally Responsive” means the implicit recognition and incorporation of the cultural knowledge, experience, and ways of being and knowing of students in teaching, learning and assessment. This includes identifying, valuing, and maintaining high commitment to: students’ cultural assets in instruction and assessment; diverse frames of reference that correspond to multifaceted cultural perspectives/experiences; and behaviors in the classroom that can differ from White-centered cultural views of what qualifies as achievement or success. (6) “Disaggregated Data” means data that has been divided into detailed categories such as, but not limited to, geographic region, race, ethnicity, English fluency, disabilities, gender, socioeconomic status, etc. It can reveal inequalities and gaps between different categories that aggregated data cannot. The accuracy and quality of this data is also dependent on data collection, analysis and decision-making practices that may be biased towards the values of the dominant, White-centered education system, and therefore require critical reflection on whether focal group issues are truly emerging through the disaggregated data and how intersecting. (7) “Social Emotional Learning” is the process through which children and adults learn to pay attention to their thoughts and emotions, develop an awareness and understanding of the experience of others, cultivate compassion and kindness, learn to build and maintain healthy relationships, and make positive, prosocial decisions that allow them to set and achieve their positive goals. (8) “Trauma-Informed Principles and Practices” refers to a strengths-based, person-centered framework that recognizes the physical, psychological, spiritual, and emotional impacts of trauma, and prioritizes creating safe spaces to promote healing. It recognizes and honors the inherent strengths, resilience and funds of knowledge within each person, and works to increase awareness of how these assets can be accessed, within the trusting spaces of human relationships, to promote healing and flourishing. (9) “Well-being” refers to the quality of social life, encompassing physical, mental, and emotional health. (10) “Belonging” is the feeling of security and support when there is a sense of acceptance, inclusion, and identity for a member of a certain group that is free from discrimination or harassment based on perceived race, color, religion, gender identity, sexual orientation, disability, or national origin, and without fear or hatred, racism, or violence. It is a feeling that cannot be easily measured empirically and concept that can go beyond equity and inclusion in trying to describe the heart of understanding human experience and how different groups can participate and contribute to a community, school, institution, or setting. (11) “School Culture” is the shared values, beliefs, behaviors, rules, relationships, and teaching and learning pedagogies that encompass the physical and social environment. (12) “School Climate” refers to whether the social and educational environment of a school creates a positive setting for learning, academic achievement, and student growth. (13) “Systems of Care” means a coordinated systems of services and supports to students and their families that includes but is not limited to education, mental health, behavioral health, child welfare, disability services, that integrates care planning and management across multiple levels, that is culturally and linguistically competent, and designed to build meaningful partnerships with students and families. (14) “Whole Child” refers to attending the all of the needs of student, including but not limited to health, nutrition, social and emotional learning, physical environment, available health services, family and community involvement, and academics. (15) “School Safety and Prevention Systems” refers to systems that provide for the health and well-being of students by offering a multi-tiered system of supports ranging from universal prevention to crisis response intervention. Statutory/Other Authority: ORS 327.190 Statutes/Other Implemented: ORS 327.190 History: ODE 54-2022, adopt filed 12/19/2022, effective 12/19/2022