Oregon Administrative Rules › Chapter 581 - OREGON DEPARTMENT OF EDUCATION › Division 14 - STUDENT INVESTMENT ACCOUNT › Section 581-014-0022 - Definitions of Optional Targets for Mental and Behavioral Health for the Student Investment Account

Current through Register Vol. 63, No. 7, July 1, 2024
(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