justicedao/ipfs_state_laws huggingface dataset:
ORS Chapter 327 — State Financing of Early

ORS 327.800. Goals of strategic investments; requirements; rules. (1) The State Board of Education shall identify and make recommendations to the Legislative Assembly about programs that make strategic investments to: (a) Advance the educational goals of this state, as described in ORS 350.014; (b) Improve the employability of graduates from Oregon public schools; (c) Close the achievement gap that exists between historically underserved student groups, as defined by the board by rule; (d) Assist public education in all regions of this state; (e) Promote collaboration and alignment among early childhood service providers, school districts, community colleges, public universities and employers; (f) Leverage private, public and community resources; (g) Engage parents and child care providers, support families and motivate students; (h) Develop and disseminate evidence-based models and best practices that are likely to improve student outcomes; (i) Collect data to monitor student progress; and (j) Establish networks that allow for the replication of successful practices across this state. (2) The Department of Education shall distribute any moneys received for strategic investments under this section. Distributions may be made to school districts, education service districts, post-secondary institutions of education, nonprofit organizations, providers of early childhood services, tribes of this state and other entities. Distributions of moneys must advance the purposes set forth in ORS 327.815 and 327.820 or other purposes that meet the goals specified in subsection (1) of this section. (3) Any recipient of moneys distributed as a strategic investment must provide separate accounting for the moneys and may use the moneys only for the purpose for which the moneys are provided. (4)(a) The State Board of Education shall establish requirements for the programs implemented under this section that are consistent with this section and with ORS 327.815 and 327.820. (b) The board shall develop timelines, performance measures and other requirements related to the accumulation and evaluation of data collected in relation to a program that receives moneys as a strategic investment. The performance measures shall include progress toward the goals established in ORS 350.014 and other key student education outcomes established by the board. (5) The State Board of Education and the Early Learning Council may adopt any rules necessary for the agencies they oversee to perform any of the duties assigned to them under this section. Any rules adopted by the Early Learning Council must be consistent with this section and actions taken by the State Board of Education to implement this section. [2013 c.660 1; 2013 c.660 5; 2015 c.774 17,67,67a; 2023 c.534 17] Note:
ORS Chapter 327 — State Financing of Early

ORS 327.815. Guidance and Support for Post-Secondary Aspirations Program; strategic investments for program. (1) The State Board of Education shall establish the Guidance and Support for Post-Secondary Aspirations Program to: (a) Increase the number of students in the ninth grade who are making satisfactory progress toward a high school diploma, a modified diploma or an extended diploma; and (b) Increase the number of students who earn a high school diploma, a modified diploma or an extended diploma and who enroll in a post-secondary institution of higher education. (2) To accomplish the purposes of the Guidance and Support for Post-Secondary Aspirations Program, the State Board of Education shall identify programs for the distribution of moneys by the Department of Education for strategic investments that advance at least one of the following missions: (a) Supporting comprehensive systems of monitoring and support for struggling students. (b) Ensuring that middle and high school students who had not considered enrolling in post-secondary education are directed toward, and able to access, post-secondary education opportunities that match their interests and abilities. (3) In addition to moneys distributed as provided by subsection (2) of this section, the Department of Education may distribute strategic investment moneys for any of the following purposes: (a) To implement comprehensive systems for monitoring progress and providing individualized planning, mentoring, tutoring or other support services to students in grades 6 through 10 who are not making satisfactory progress toward a high school diploma, a modified diploma or an extended diploma; or (b) To increase access for underserved students to post-secondary institutions by paying for first-year college courses or accelerated college credit programs. [2013 c.660 3; 2013 c.660 7; 2015 c.366 78,79; 2015 c.774 19,69,69a] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.820. Connecting to the World of Work Program; strategic investments for program. (1) The State Board of Education shall establish the Connecting to the World of Work Program to: (a) Increase students proficiency in science, technology, engineering and mathematics; and (b) Connect students to the world of work. (2) To accomplish the purposes of the Connecting to the World of Work Program, the State Board of Education shall identify programs for the distribution of moneys by the Department of Education for strategic investments that advance the following missions: (a) Collaborating with other public entities to develop and implement a long-term strategy that advances state educational goals related to science, technology, engineering and mathematics. (b) Providing investments in programs that engage underserved students in science, technology, engineering or mathematics or in career and technical education. (c) Developing consortiums of school districts, education service districts and post-secondary institutions of higher education committed to developing innovative and flexible pathways for students in grades 6 through 12 and in community colleges. (3) In addition to moneys distributed as provided by subsection (2) of this section, the Department of Education may distribute strategic investment moneys for any of the following purposes: (a) Creating regional networks, or expanding existing regional networks, to support science, technology, engineering and mathematics and career and technical education; (b) Increasing learning opportunities in science, technology, engineering and mathematics, the arts and career and technical education; or (c) Designing and delivering individualized, innovative and flexible ways of delivering content, awarding high school and college credit and providing development education for students in high school or in the first two years of post-secondary education. [2013 c.660 4; 2013 c.660 8; 2015 c.774 20,70,70a] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.827. Early Literacy Success Initiative. (1) The Early Literacy Success Initiative is established by ORS 327.825 to 327.845. (2) The purposes of the initiative are to: (a) Increase early literacy for children from birth to grade three; (b) Reduce early literacy academic disparities for student groups that have historically experienced academic disparities; (c) Increase support to parents and guardians to enable them to be partners in the development of their childrens literacy skills and knowledge; and (d) Increase access to early literacy support that is research-aligned, culturally responsive, student-centered and family- centered. (3) The purposes of the initiative shall be accomplished through: (a) The Early Literacy Success School Grant, as provided by ORS 327.829 to 327.837; (b) The Birth Through Five Literacy Plan, as provided by ORS 327.839 and 327.841; and (c) The Early Literacy Success Community Grant, as provided by ORS 327.843 and
ORS Chapter 327 — State Financing of Early

ORS 327.831. (b) An inventory of literacy assessments, tools, curricula and digital resources used by the school district or the public charter school to support literacy; (c) Evidence that the literacy assessments, tools, curricula and digital resources in the inventory described in paragraph (b) of this subsection are used with fidelity to research-aligned literacy strategies; (d) Evidence that teachers and administrators are provided with professional development plans for using and implementing, with fidelity to research-aligned literacy strategies, the literacy assessments, tools, curricula and digital resources in the inventory described in paragraph (b) of this subsection; (e) The number and percentage of teachers for early elementary grades receiving professional development and coaching as described in ORS 327.829 (2)(a), disaggregated by grade level; (f) The number and percentage of students participating in early literacy extended learning programs, as described in ORS 327.829 (2)(b), at the school and the school district level and their outcomes disaggregated by student group and by grade level; (g) The number and percentage of students participating in high-dosage tutoring, as described in ORS 327.829 (2)(c), and their outcomes disaggregated by student group and by grade level; and (h) The curricula being used by the school district or public charter school. (3) Prior to December 31 of each year, the department shall: (a) Submit to the interim committees of the Legislative Assembly related to education a summary of the Early Literacy Success School Grant program, which must take into consideration the reports submitted under subsection (1) of this section; and (b) Publish an online, easily accessible inventory of literacy assessments, tools, curricula and digital resources being used to support early literacy in early elementary grades. [2023 c.534 6] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.833. Grant awards; rules. (1) The Department of Education shall award an Early Literacy Success School Grant to an eligible school district or public charter school that applies for a grant as provided by ORS 327.831. Moneys received under this section must be used as described in ORS 327.829 (2). (2) A school district with an average daily membership, as defined in ORS 327.006, of 50 or less shall receive a minimum grant award under this section. (3) The State Board of Education shall adopt any rules necessary for the distribution of grants under this section. [2023 c.534 5] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.835. Reporting requirements. (1) Each recipient of an Early Literacy Success School Grant under ORS 327.833 must submit an annual report to the Department of Education. (2) The report required under this section must include: (a) The school districts or public charter schools progress toward achieving the goals established in the early literacy success plan, as described in ORS
ORS Chapter 327 — State Financing of Early

ORS 327.837. Monitoring by department; corrective action plans. (1) Based on the reports submitted under ORS 327.835, the Department of Education shall monitor a school districts or a public charter schools progress toward achieving the goals established in the early literacy success plan, as described in ORS
ORS Chapter 327 — State Financing of Early

ORS 327.839. Birth Through Five Literacy Plan; purposes; grants; reports. (1) As part of the Early Literacy Success Initiative, the Department of Early Learning and Care shall establish and implement the Birth Through Five Literacy Plan. (2) The purposes of the plan are to: (a) Expand culturally specific early literacy programs for children from birth through five years of age by: (A) Encouraging family and caregiver engagement; and (B) Providing research-aligned, developmentally appropriate professional training and coaching for direct service staff in early literacy. (b) Promote the capacity of programs that engage parents and children from birth through five years of age in early literacy and that are available equitably and statewide. (c) Expand and develop language revitalization efforts by federally recognized Indian tribes in this state. (3) Under the plan, the department shall distribute grants from the Birth Through Five Literacy Fund that align to the outcomes and indicators that exist across kindergarten readiness and culturally specific parent and child support programs. (4) No later than December 31 of each year, the department shall submit to the interim committees of the Legislative Assembly related to early childhood a progress report on the Birth Through Five Literacy Plan. [2023 c.534 9] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.841. Birth Through Five Literacy Fund. (1) The Birth Through Five Literacy Fund is established in the State Treasury, separate and distinct from the General Fund. (2) The Birth Through Five Literacy Fund shall consist of: (a) Moneys appropriated or otherwise transferred to the Birth Through Five Literacy Fund by the Legislative Assembly; and (b) Other amounts deposited in the fund from any source. (3) Moneys in the Birth Through Five Literacy Fund are continuously appropriated to the Department of Early Learning and Care for the Birth Through Five Literacy Plan established under ORS 327.839. [2023 c.534 11] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.843. Early Literacy Success Community Grant; purposes; grants; rules. (1) As part of the Early Literacy Success Initiative, the Department of Education shall establish and administer the Early Literacy Success Community Grant program. (2) The purposes of the grant program are to: (a) Expand culturally and linguistically responsive early literacy programs for children in early elementary grades by: (A) Encouraging family and caregiver engagement; and (B) Providing research-aligned professional training and coaching for direct service staff in early literacy. (b) Develop and implement programs that engage parents and children in early elementary grades in early literacy and that are available equitably and statewide. (c) Provide high-dosage tutoring programs and training to tutors to qualify the tutors for instruction in a manner consistent with research-aligned literacy strategies. (d) Expand and develop language revitalization efforts by federally recognized Indian tribes in this state. (3) Under the program, the department shall distribute grants from the Early Literacy Success Community Grant Fund in accordance with rules adopted by the State Board of Education. Rules adopted under this section must: (a) Establish metrics of success; (b) Be adopted in consultation with the federally recognized Indian tribes of this state; and (c) Align, to the greatest extent practicable, with: (A) The purposes of the Early Literacy Success School Grant program established by ORS 327.829 to 327.837; (B) District continuous improvement plans, as described in ORS 329.095; and (C) Programs related to culturally specific parent and child support. [2023 c.534 13] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.845. Early Literacy Success Community Grant Fund. (1) The Early Literacy Success Community Grant Fund is established in the State Treasury, separate and distinct from the General Fund. (2) The Early Literacy Success Community Grant Fund shall consist of: (a) Moneys appropriated or otherwise transferred to the Early Literacy Success Community Grant Fund by the Legislative Assembly; and (b) Other amounts deposited in the fund from any source. (3) Moneys in the Early Literacy Success Community Grant Fund are continuously appropriated to the Department of Education for the Early Literacy Success Community Grant program established under ORS 327.843. [2023 c.534 14] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.850. Short title. ORS 327.853 to 327.895 shall be known as the High School Graduation and College and Career Readiness Act. [2017 c.1 1] Note:
ORS Chapter 327 — State Financing of Early

ORS 327.853. Definitions for Act. As used in ORS 327.853 to 327.895: (1) Chronic absenteeism means a student has missed 10 percent or more of school days, including excused, nonexcused and disciplinary exclusion, within a school year. (2) English Language Learner has the meaning given that term in ORS 336.079. (3) High school student means a student enrolled in grades 9 through 12 or age level equivalent. (4) Program audit means determining: (a) The extent to which the desired results or benefits of a program are being achieved; (b) The extent to which the need for or objectives of an ongoing program are necessary or relevant; (c) Whether the program complements, duplicates, overlaps or conflicts with other related programs; (d) The effectiveness of organizations, programs, activities or functions; and (e) Whether the entity that is the subject of the audit has complied with laws and regulations applicable to the program. (5) School district means: (a) A common or union high school district; (b) The Oregon School for the Deaf; and (c) An educational program under the Youth Corrections Education Program or the Juvenile Detention Education Program, as those terms are defined in ORS 326.695. [2017 c.1 16; 2017 c.615 10] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.856. High School Graduation and College and Career Readiness Fund; amounts available to fund. (1) The High School Graduation and College and Career Readiness Fund is established in the State Treasury, separate and distinct from the General Fund, for the purposes of improving the graduation rates and college and career readiness of all high school students in Oregon. Interest earned by the High School Graduation and College and Career Readiness Fund shall be credited to the General Fund. (2)(a) The Legislative Assembly shall appropriate, allocate or otherwise make available to the High School Graduation and College and Career Readiness Fund an amount not less than $800 per high school student per school year. (b) The Department of Education, on behalf of the State of Oregon, may solicit and accept gifts, grants, donations and other moneys from public and private sources for the purposes of ORS 327.853 to 327.895. Moneys received under this paragraph shall be deposited in the High School Graduation and College and Career Readiness Fund. (3) The High School Graduation and College and Career Readiness Fund is continuously appropriated to the Department of Education for the purposes of ORS 327.853 to 327.895. [2017 c.1 2; 2017 c.615 1] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.859. Apportionments to school districts; increases in amounts available to fund. (1)(a) Subject to ORS 327.880 and 327.886, for school years beginning on or after July 1, 2017, the High School Graduation and College and Career Readiness Fund shall be apportioned to each school district based on the extended weighted average daily membership of high school students computed: (A) As provided in ORS 327.013 (1)(c), for common or union high school districts. (B) By multiplying the average daily membership for students in grades 9 through 12 by 2.0, as calculated for the current school year and the previous school year and using the greater amount, for the Oregon School for the Deaf. (C) As provided in ORS 327.026, for an educational program under the Youth Corrections Education Program or the Juvenile Detention Education Program. (b) In the event the Department of Education is unable to determine the extended weighted average daily membership of high school students for a school district, the department may determine the average extended weighted average daily membership for all students in the school district and apply the average extended weighted average daily membership to the number of high school students in the school district. (2)(a) For school years beginning on or after July 1, 2018, the amount appropriated, allocated or otherwise made available to the fund under ORS 327.856, shall be increased each school year in a biennium by the amount derived from the application of the process in Executive Order 14-14 used to calculate the cost to maintain the current level of service. (b) The intent of paragraph (a) of this subsection is to apply the process in Executive Order 14-14 in the event Executive Order 14-14 is canceled, superseded or otherwise made ineffective. [2017 c.1 3; 2017 c.615 2] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.862. Amounts available to fund to be in addition to other amounts available for kindergarten through grade 12 public education. The amounts appropriated, allocated or otherwise made available under ORS 327.856 and apportioned under ORS 327.859 shall be in addition to the total amount the Legislative Assembly would otherwise appropriate, allocate or make available for a biennium for funding kindergarten through grade 12 public education. [2017 c.1 4] Note: See note under
ORS Chapter 327 — State Financing of Early

ORS 327.865. (A) If a school district receives less than $100,000 for the school year from an apportionment made under ORS 327.859, the school district may use all of the funds for any one of the purposes described in ORS 327.865, 327.868 or 327.871. (B) If a school district receives $100,000 or more but less than $350,000 for the school year from an apportionment made under ORS 327.859, the school district must use a portion of the funds for the purpose described in ORS 327.865 and a portion of the funds for a purpose described in ORS 327.868 or 327.871. (C) If a school district receives $350,000 or more for the school year from an apportionment made under ORS 327.859, the school district must use a portion of the funds for all three of the purposes described in ORS 327.865, 327.868 and
ORS Chapter 327 — State Financing of Early

ORS 327.868. (c) Nothing in this subsection prohibits a school district receiving an apportionment as described in paragraph (a)(A) or (B) of this subsection from using any portion of the apportionment for more purposes than what is described in paragraph (a)(A) or (B) of this subsection. (3) Notwithstanding the requirements in ORS 327.865, 327.868, 327.871 and 327.889 (3) that apportionments made under ORS 327.859 be used for career and technical education programs in high schools, college-level educational opportunities for students in high schools and dropout-prevention strategies in high schools, a school district may use up to 15 percent of the apportionments the school district receives, after deducting any amounts used for administrative costs under ORS
ORS Chapter 327 — State Financing of Early

ORS 327.871. Portion of funds for dropout-prevention strategies in high schools. (1) A school district shall use a portion of the amount apportioned under ORS 327.859 to establish or expand dropout-prevention strategies in all high schools. (2) For purposes of this section, the dropout-prevention strategies must include: (a) Implementing activities designed to reduce chronic absenteeism; (b) Establishing and maintaining data management systems that provide timely reports on students grades, absences and discipline by school and by course; (c) Beginning with grade 8, using attendance, course grades, credits earned and disciplinary referrals to identify students at risk of not graduating; (d) Beginning in the summer after grade 8, providing academic and social supports for students at risk of not graduating to ensure that the students are on track to graduate by the time the students enter grade 10 and stay on track to graduate after entering grade 10, including such supports as summer programs, additional instructional time before and after school hours, tutoring or small-group instruction during the school day or counseling services; and (e) Providing counseling and coaching to provide early exposure for students to employment opportunities and requirements and options for post-secondary education. (3) The portion of funds to be used as described in this section shall be determined as provided by ORS 327.874. [2017 c.1 7; 2017 c.615 5] Note: See note under