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Oregon Bulletin

January 1, 2014

Oregon Department of Education, Chapter 581

Rule Caption: Establish an Oregon Minority Educator Pipeline Model Grant Program

Adm. Order No.: ODE 25-2013(Temp)

Filed with Sec. of State: 11-22-2013

Certified to be Effective: 11-22-13 thru 5-21-14

Notice Publication Date:

Rules Adopted: 581-018-0400, 581-018-0405, 581-018-0410, 581-018-0415, 581-018-0420, 581-018-0424

Subject: The rules establish an Oregon Minority Educator Pipeline Models Grant program, the purpose of which is to support stakeholders to collaborate to expand models for recruiting and retaining educators who are culturally and/or linguistically diverse. The targeted outcome is to increase the number of education professionals (PK–12) who are non-White, Hispanic, or whose native language is not English. Key areas of focus for pipeline models to consider include K-12 students, career changers, returning veterans, and graduates from postsecondary historically Black institutions.

Rules Coordinator: Cindy Hunt—(503) 947-5651

581-018-0400

Definitions

The following definitions apply to OAR 581-018-0400 to 581-018-0424:

(1) “Culturally and/or Linguistically Diverse” means individuals who are non-White, who are not native English speakers, and who are Hispanic.

(2) “Minority” means a person who is:

(a) A person having origins in any of the black racial groups of Africa but who is not Hispanic;

(b) A person of Hispanic culture or origin;

(c) A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent or the Pacific Islands;

(d) An American Indian or Alaskan Native having origins in any of the original peoples of North America; or

(e) A person whose first language is not English.

(3) “Oregon Minority Educator Pipeline Models Grant” means the Grant established in OAR 581-018-0405 to implement section 1(3)(f), chapter 661, Oregon Laws 2013 (Enrolled House Bill 3233).

(4) “Pipeline Model” means the route through which future teachers are recruited, educated, hired, and retained in the education system.

(5) “Postsecondary Institution” means a:

(a) A community college operated under ORS chapter 341.

(b) The following public universities within the Oregon University System:

(A) University of Oregon.

(B) Oregon State University.

(C) Portland State University.

(D) Oregon Institute of Technology.

(E) Western Oregon University.

(F) Southern Oregon University.

(G) Eastern Oregon University.

(c) Oregon Health and Science University.

(d) An Oregon-based, generally accredited, not-for-profit institution of higher education.

(5) “Underrepresented” means populations in the United States who have been historically excluded from the same rights and privileges as the majority, White, culture. This applies to opportunity in education, business, and social aspects of society.

(6) “Recruitment” means the active, purposeful process of establishing effective and efficient systems that attract individuals to the teaching profession.

(7) “Retention” means the active, purposeful process of establishing effective and efficient systems that maintain the targeted recruitment population in the teaching profession.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 25-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0405

Establishment

(1) There is established the Oregon Minority Educator Pipeline Models Grant to support school districts and post-secondary institutions who are working to expand educator pipeline models that recruit and retain educators who are culturally and/or linguistically diverse. Subject to available funds, the grants will be awarded for two years based on a detailed description of proposed programming or services. This can include but is not limited to:

(a) Planning phase.

(b) Implementation phase.

(c) Program evaluation phase.

(2) The purpose of the grant program is to provide funds to school districts and post-secondary institutions who can create collaborative processes around:

(a) Developing a statewide program with interested partners that provides free and/or low cost advising and academic supports to diverse educators;

(b) Formalizing partnerships with professional groups to leverage tutoring and internships;

(c) Volunteering experiences as a way of assisting future educators exploration of education related careers;

(d) Working with TeachOregon projects to develop, test, and expand improved job recruitment and retention practices that lead to a more diverse workforce in Oregon;

(e) Creating a high school cadet program or career pathway model for district employees to recruit future educators who are culturally and/or linguistically diverse;

(f) Allocating funding to provide financial support to future educators from underrepresented populations.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 25-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0410

Eligibility

(1) To be eligible to receive the Oregon Minority Educator Pipeline Models Grant an applicant must be a:

(a) School district;

(b) Post-secondary institution;

(c) Consortium of school districts, post-secondary institutions and other entities (each consortium must include at least one school district or post-secondary institution as a member).

(2) A single grant proposal may include more than one eligible applicant, but the fiscal agent must be one of the eligible applicants identified in subsection (1) of this rule.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 25-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0415

Criteria

(1) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted for the Oregon Minority Educator Pipeline Models Grant funds. All proposals must comply with the requirements of section 1, chapter 661, Oregon Laws 2013 (Enrolled House Bill 3233) and rules adopted to implement that section.

(2) Grants shall be awarded based on the following criteria:

(a) Whether the grant application identifies how the funds will be used to reach the targeted outcomes and intent of the Oregon Teacher Corps and the Oregon Minority Teacher Act.

(b) Whether the grant applicant demonstrates readiness, commitment, and support to expand models of recruitment and retention for culturally and/or linguistically diverse educators.

(3) The Department shall give priority to proposals that meet the minimum criteria and:

(a) Provide a sustainability plan to continue the program for at least two years after the grant funding has ended.

(b) The extent to which the applicant clearly documents its capacity to implement and carry out purposeful system for recruiting a diverse student population, providing financial support to future educators, and collaborating with key partners in the process.

(4) The Department of Education shall allocate funds for the grant program based on the evaluation of the grant application and the following considerations:

(a) Geographic location of the district to insure geographic diversity within the recipients of grant program funds throughout the state;

(b) Applicants who have documented evidence of creating and maintaining successful minority educator pipeline models;

(c) Applicants who have a high level of potential teacher candidates (applicant pool) from diverse cultural and linguistic backgrounds; and

(d) Give preference to applicants that have demonstrated success in creating strong partnerships with community organizations support outcomes.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 25-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0420

Funding

(1) Each grantee may receive $180,000 which shall be awarded during the following phases based on a detailed budget narrative and budget template:

(a) Planning phase.

(b) Implementation phase.

(c) Evaluation phase.

(2) Grantees shall use funds received for the planning, implementation, and evaluation phrases of the grant for activities outlined in the request for proposal.

(3) Grantees must be able to expend the funds for allowable purposes specified in the request for proposal within the grant timeline according to acceptable accounting procedures.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 25-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0424

Reporting

The Oregon Department of Education shall provide to grant recipients a template for an interim and final grant report. Grantees are required to submit a final report prior to receiving their final request for funds.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 25-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14


Rule Caption: Oregon Minority Educators Retention Grant Program

Adm. Order No.: ODE 26-2013(Temp)

Filed with Sec. of State: 11-22-2013

Certified to be Effective: 11-22-13 thru 5-21-14

Notice Publication Date:

Rules Adopted: 581-018-0380, 581-018-0385, 581-018-0390, 581-018-0395, 581-018-0397, 581-018-0399

Subject: The rules establish an Oregon Minority Educator Retention Grant program as one of the methods to address the specific direction in HB 3233. Grants are competitive and award based. The targeted outcome is to increase the number of education professionals (PK–12) who are non-White, Hispanic, or whose native language is not English.

Rules Coordinator: Cindy Hunt—(503) 947-5651

581-018-0380

Definitions

The following definitions apply to OAR 581-018-0380 to 581-018-0399:

(1) “Culturally and/or Linguistically Diverse” means individuals who are non-White, who are not native English speakers, and who are Hispanic.

(2) “Culturally Responsive (ness)” means using the cultural knowledge, prior experiences, and performance styles of diverse individuals to make learning and experiences more appropriate and effective for them; it teaches to and through the strengths of these individuals. (Adapted from Gay, 2000).

(3) “Minority” means a person who is:

(a) A person having origins in any of the black racial groups of Africa but who is not Hispanic;

(b) A person of Hispanic culture or origin;

(c) A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent or the Pacific Islands;

(d) An American Indian or Alaskan Native having origins in any of the original peoples of North America; or

(e) A person whose first language is not English.

(4) “Oregon Minority Educator Retention Grant” means the Grant established in OAR 581-018-0285 to implement section 1(3)(f), chapter 661, Oregon Laws 2013 (Enrolled House Bill 3233).

(5) “Retention” means the active, purposeful process of establishing effective and efficient systems that maintain the targeted recruitment population in the teaching profession.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 26-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0385

Establishment

(1) There is established the Oregon Minority Educator Retention Grant to support school districts who are working to design and implement retention models for educators who are culturally and/or linguistically diverse. Subject to available funds, the grants will be awarded for two years based on a detailed description of proposed programming or services. This can include but is not limited to:

(a) Planning phase.

(b) Implementation phase.

(2) The purpose of the grant program is to provide funds to school districts who can create collaborative processes around:

(a) Developing a culturally responsive interviewing model adaptable to a variety of settings in the P-20 structure using the OEIB Equity Lens to frame the work.

(b) Collaborating with local community based organizations to develop programs and events to create a welcoming environment for culturally and/or linguistically diverse new hires.

(c) Develop strong mentoring programs with particular attention to the needs of teachers who are culturally and/or linguistically diverse.

(d) Implement systems at the district level to check-in with staff who are culturally and/or linguistically diverse on the success of retention efforts and related needs.

(e) Create professional learning communities that support the development of district-wide cultural responsiveness.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 26-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0390

Eligibility

To be eligible to receive the Oregon Minority Educator Retention Grant an applicant must be

(1) School districts.

(2) Consortium of school districts and other entities (each consortium must include at least one school district as a member).

(3) A single grant proposal may include more than one eligible applicant, but the fiscal agent must be a school district.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 26-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0395

Criteria

(1) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted for the Oregon Minority Educator Retention Grant funds. All proposals must comply with the requirements of section 1, chapter 661, Oregon Laws 2013 (Enrolled House Bill 3233) and rules adopted to implement that section.

(2) Grants shall be awarded based on the following criteria:

(a) Whether the grant application identifies how the funds will be used to reach the targeted outcomes and intent of the Oregon Teacher Corps and the Oregon Minority Teacher Act.

(b) Whether the grant applicant demonstrates readiness, commitment, and support to design and implement models of retention for culturally and/or linguistically diverse educators.

(3) The Department shall give priority to proposals that meet the minimum criteria and:

(a) Provide a sustainability plan to continue the program for at least two years after the grant funding has ended.

(b) Consider research-based best practice around minority educator retention models.

(4) The Department of Education shall allocate funds for the grant program based on the evaluation of the grant application and the following considerations:

(a) Geographic location of the district to insure geographic diversity within the recipients of grant program funds throughout the state;

(b) Organizations who have documented evidence of creating and maintaining successful minority educator retention models;

(c) Organizations who have a high level of potential teacher candidates (applicant pool) from diverse cultural and linguistic backgrounds; and

(d) Give preference to entities that have demonstrated success in creating strong partnerships with community organizations to support outcomes.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 26-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0397

Funding

(1) Up to five school district grant awards will be given as follows: $10,000 in Year One and $25,000 in year two which shall be awarded during the following phases based on a detailed budget narrative and budget template:

(a) Planning phase.

(b) Implementation phase.

(2) Grantees shall use $10,000 awards for design grants and $25,000 awards to plan, develop, and pilot district models.

(3) Grantees must be able to expend the funds for allowable purposes specified in the request for proposal within the grant timeline according to acceptable accounting procedures.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 26-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-018-0399

Reporting

The Oregon Department of Education shall provide to grant recipients a template for an interim and final grant report. Grantees are required to submit a final report prior to receiving their final request for funds.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 26-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14


Rule Caption: Establishes Regional STEM Hubs, and CTE Programs and Activities Grants

Adm. Order No.: ODE 27-2013(Temp)

Filed with Sec. of State: 11-22-2013

Certified to be Effective: 11-22-13 thru 5-21-14

Notice Publication Date:

Rules Adopted: 581-017-0300, 581-017-0305, 581-017-0308, 581-017-0311, 581-017-0314, 581-017-0317, 581-017-0320, 581-017-0323, 581-017-0326, 581-017-0329, 581-017-0332

Subject: Under the Connecting to the World of Work Program, funds were designed for the purpose of distributing moneys to school districts, postsecondary institutions and student-focused nonprofit organizations to create or expand Regional STEM Hubs for the advancement of STEM education and providing science, technology, engineering, art and mathematics (STEAM) and career and technical education (CTE) programs and/or activities opportunities for all students in both formal and informal educational settings.

Rules Coordinator: Cindy Hunt—(503) 947-5651

581-017-0300

Definitions

The following definitions apply to 581-017-0300 TO 581-017-0332:

(1) “Achievement Gap” means the gap in achievement (state test scores in science and mathematics as well as postsecondary degree attainment in STEM) that often exists between students who are economically disadvantaged, students learning English as a second language, African American, Hispanic or Native American compared to their peers.

(2) “Authentic Problem-Based Learning” means using real world questions, problems, and tasks — often drawn from local community issues and industries — as the focus to drive the learning experiences, deepen understanding, and developing rich contextual connections across a variety of STEM and non-STEM disciplines.

(3) “Career and Technical Education (CTE)” is a comprehensive educational program for students based on industry needs. CTE includes coursework in areas such as health care, engineering, and computer science.

(4) “Community Engagement” means a broad collaboration and participation between multiple sectors of the community for the mutually beneficial exchange of knowledge and resources to identify local needs and contribute to larger conversations on visioning planning which may include, but not limited to parent groups and advocacy groups, industry and STEM agencies, economic and workforce groups, student input, and educators.

(5) “Effective STEM Instruction” means the use of evidence-based practices that support interconnected, relevant STEM instruction as stated in definition number one.

(6) “Effective STEM Leadership” means identifying schools, school districts, postsecondary institutions, business & industry, student-focused nonprofits and community leadership to support implementing and improving STEM teaching and learning in addition to creating a culture that fosters STEM learning with evidence-based resources. Effective STEM leadership develops an understanding of what effective and interconnected STEM education looks like in the classroom and supports the development of learning environments that empower educators to implement innovative STEM education approaches.

(7) “Effective STEM Learning Environments” means supporting student interaction with STEM education during formal and informal settings in ways that promote deeper understanding of real-world complex concepts. Such learning environments need to engage all students in solving complex problems, using highly interactive learning opportunities that create new opportunities for STEM learning across the core curriculum.

(8) “Equity Lens” refers to the commitment and principles adopted by the Oregon Education Investment Board to address inequities of access, opportunity, interest, and attainment for underserved and underrepresented populations in all current and future strategic investments.

(9) “Postsecondary Institution” means a:

(a) A community college operated under ORS chapter 341.

(b) The following public universities within the Oregon University System:

(A) University of Oregon.

(B) Oregon State University.

(C) Portland State University.

(D) Oregon Institute of Technology.

(E) Western Oregon University.

(F) Southern Oregon University.

(G) Eastern Oregon University.

(c) Oregon Health and Science University.

(d) An Oregon-based, generally accredited, not-for-profit institution of higher education.

(10) “Regional STEM Hub” means a commitment of a group of key stakeholders from different sectors such as, but not limited to school districts, informal education providers, postsecondary institutions, business & industry, student-focused nonprofits, students, families, community members and policy makers to advance state and local educational goals related to science, technology, engineering, mathematics and career & technical education (CTE).

(11) “Statewide STEM Network” means a supportive collaboration between and across Regional STEM Hubs to share knowledge, expertise, insights, and leadership to assist other communities in their efforts to create similar STEM partnerships.

(12) “STEM Education” means an approach to teaching and lifelong learning that emphasizes the natural interconnectedness of the four separate STEM disciplines. Developing and deepening content knowledge and skills in science and mathematics is the foundation of STEM teaching and learning. The natural connections among science, mathematics and STEM are made explicit through collaboration between educators resulting in real and appropriate context built into instruction, curriculum, and assessment. The common element of problem solving is emphasized across all STEM disciplines allowing students to discover, explore, and apply critical thinking skills as they learn.

(13) “STEM Practitioners” refers to individuals engaged in STEM-related professions such as but not limited to, natural resources management, high-tech manufacturing and product development, information technology, industrial design, health sciences, software, scientific research, engineering, data analytics, etc.

(14) “Student-Focused Nonprofits” means an organization that meets all of the following requirements:

(a) Is established as a nonprofit organization under the laws of Oregon;

(b) Qualifies as an exempt organization under section 501(c)(3) of the Internal Revenue Code as defined in ORS 314.011; and

(c) Is focused on providing services to students who’s goals or mission are focused on impacting and improving outcomes in STEM education.

(15) “Underserved Students” are students whom systems have placed at risk because of their race, ethnicity, English language proficiency, socioeconomic status, gender, sexual orientation, differently abled, or geographic location.

(16) “Underrepresented Students” in STEM are from demographic groups who’s representation in STEM fields and industries does not mirror regional and national focus populations specifically, women, African American, Native American, Hispanic and Pacific Islander students which systems have provided insufficient or inadequate balance of opportunity.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0305

Establishment of Regional STEM Hubs

(1) The Regional STEM Hub Grant is established as part of the Connecting to the World of Work Program.

(2) The purposes of these Regional STEM Hubs includes, but is not limited to:

(a) Engage school districts, post-secondary institutions, student-focused nonprofit organizations, business and industry around common outcomes related to increasing students’ proficiency, interest, and attainment in science, technology, engineering and mathematics along with career and technical education.

(b) Align STEM program activities and leverage State and local resources, both financial and human, around common student outcomes to advance the State 40/40/20 goals.

(c) Address ongoing access, opportunity, interest, and attainment gaps for underserved and underrepresented students in STEM consistent with the Equity Lens.

(d) Engage local communities to elevate the importance of STEM to the prosperity of individuals, and the local and state economy.

(e) Promote effective instructional practices by providing professional learning opportunities and to support educators in ways that are consistent with the implementation of the Common Core State Standards and Oregon Science Standards.

(f) Provide age-appropriate career exploration opportunities in STEM for students along the education continuum including career guidance, tours, and internships.

(g) Expand effective STEM learning experiences for students both in and out of school.

(h) Share knowledge, expertise, insights, and leadership to assist other communities in their efforts to create similar STEM partnerships.

(i) Foster greater coherency across institutions to smooth student transitions and support services along education and career pathways.

(j) Diminish the sense of academic isolation and silos, both locally and statewide.

(k) Increase interactions of STEM practitioners with students and educators.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0308

Eligibility of Regional STEM Hubs

The Oregon Department of Education shall allocate funds for Regional STEM Hubs based on the following criteria:

(1) The following entities shall be eligible to be the fiscal agent for the Regional STEM Hub Grant:

(a) School districts,

(b) Student-focused nonprofit organizations, or

(c) Postsecondary institutions for the purpose of supporting STEM & CTE education.

(2) A Regional STEM Hub must be established by a school district, postsecondary institutions or student-focused nonprofit and is required to include the following additional partners at a minimum:

(a) A School District,

(b) A Postsecondary Education Partner,

(c) A Student-focused nonprofit; and

(d) An Industry, Business or STEM focused Community Partner.

(3) A Regional STEM Hub must be able to demonstrative that the Hub has the following five key elements:

(a) A common agenda;

(b) Shared measurement systems;

(c) Mutually reinforcing activities;

(d) Continuous communication; and

(e) Backbone support organizations.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0311

Criteria of Regional STEM Hubs Awards

(1) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted each biennium for which the Regional STEM Hub grant funds are available. All proposals must comply with the requirements of section 1, Chapter 661, Oregon Law 2013 (Enrolled House Bill 3232) and rules adopted to implement that section.

(2) The Oregon Department of Education may only award grants to Regional STEM Hubs which meet the minimum criteria by having a record of success in or clearly established plans for addressing the following:

(a) Each eligible recipient must establish a partnership for a Regional STEM Hub consisting of a school district, post-secondary, student-focused nonprofit, and industry, business.

(b) In creating a Regional STEM Hub, network leadership that has a plan to demonstrate the needs of ALL students and incorporate the principles of the Equity Lens adopted by the Oregon Education Investment Board.

(c) Regional STEM Hubs must identify a common agenda that contributes to the achievement of STEM to the State 40/40/20 goal and the STEM-related goals, which states by 2025 to:

(A) Double the percentage of students in 4th and 8th grades who are proficient or advanced in mathematics and science.

(B) Double the number of students who earn a post-secondary degree requiring proficiency in science, technology, engineering or mathematics.

(d) Regional STEM Hub Partnerships will be expected to:

(A) Participate in the development and dissemination of a minimum set of shared measurements and reporting of progress as determined by Oregon Department of Education in collaboration with the Oregon Education Investment Board

(B) Engage in mutually reinforcing activities for improving STEM/CTE education that will focus on instructional systems, communication, student support systems, human resource systems, and governance

(C) Engage in continuous communication both within and between Regional STEM Hubs

(D) Establish a backbone support organization to manage and support the Regional STEM Hub Partnership by serving the roles of project manager, data manager, communications hub and professional development facilitators.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0314

Implementation of Grant Funding of Regional STEM Hubs

(1) The Oregon Department of Education shall allocate funds to support expanding and newly established Regional STEM Hubs.

(2) Each grantee may receive funds between $100,000 to 750,000 which shall be distributed as followed:

(a) Phase 1- Initial funding will be no more than 10 percent or $25,000, whichever is higher, of the grant awarded amount.

(b) Phase 2- Full funding will be released up to the awarded amount within six months of the date of the initial funding if the Oregon Department of Education, in collaboration with the Chief Education Officer or their STEM designee, determines that the grantee has established evidence of readiness.

(c) Evidence of readiness will consist of a business plan addressing the following:

(A) Formalized partnership agreements in place with commitments of human and financial resources.

(B) Agreed upon goals and common outcomes related to student, teacher and community needs, with particular attention to closing the achievement gap and furthering 40/40/20.

(C) Needs analysis related to student, teacher, and community challenges.

(D) Community profile of STEM-related programs, initiatives, and resources.

(E) Program implementation plan to address goals.

(F) Demonstrated leadership and capacity to implement grant.

(G) Evaluation plan to identify records of success and/or challenges.

(H) Plan for sustaining partnership and activities beyond the funding period.

(I) Commitment to participating and supporting the statewide STEM Network.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0317

Reporting of Regional STEM Hubs

The Department of Education shall develop partnership-reporting requirements for allocation of funds for implementation of Regional STEM Hubs as required by the Oregon Education Investment Board.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0320

Establishment of STEAM & CTE Programs and Activities

(1) The STEAM & CTE Program and Activities Grant is established as part of the Connecting to the World of Work Program.

(2) The purpose of the STEAM & CTE Programs and Activities Grant is to:

(a) Engage school districts, public schools, post-secondary institutions, and student-focused nonprofit organizations to implement programs and activities that increase learning opportunities focused on Science, Technology, Engineering, Art-related industries and Mathematics (STEAM) and Career and Technical Education (CTE) to serve Oregon students.

(b) Address ongoing access, opportunity, interest and attainment gaps for underserved and underrepresented students in STEAM and CTE consistent with the Equity Lens and specifically from demographic groups who’s representation in STEAM industries fields and industries does not mirror regional and national focus populations, especially women, African American, Native American, Hispanic and Pacific Islander students for which current programs have provided insufficient or inadequate balance of opportunity.

(c) Expand effective STEAM learning environments in both in-school and out-of-school by implementing innovative programs and activities to improve, enhance and enrich students’ problem-solving capabilities that foster 21st century STEAM skills.

(d) Promote more effective STEAM and CTE instructional practices consistent with Common Core State Standards, Oregon State Science Standards and Oregon State Arts Standards.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0323

Eligibility of STEAM and CTE Programs and Activities

The Oregon Department of Education shall allocate funds for the STEAM and CTE program and activities grant. The following entities are able to apply and shall be eligible as the fiscal agent for the STEAM and CTE Implementation Activities and Program Grant:

(1) School districts;

(2) Public schools;

(3) Student-focused nonprofit organizations; or

(4) Post-secondary institutions.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0326

Criteria of STEAM & CTE Programs and Activities

(1) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted each biennium for which the STEAM and CTE Program and Activities grant funds are available. All proposals must comply with the requirements of section 1, Chapter 661, Oregon Law 2013 (Enrolled House Bill 3232) and rules adopted to implement that section.

(2) Eligible school districts, public schools, student-focused nonprofit organizations, and post-secondary institutions will focus on STEAM education with a specific agenda that demonstrates a record of success or clearly established plans for addressing the following:

(a) Closing the achievement gap for underserved students and those underrepresented in STEAM and CTE fields with innovative approaches.

(b) Support effective implementation of the Common Core State Standards, the Oregon State Science Standards and the Oregon State Arts Standards.

(c) Successfully move students along a P-20 STEAM workforce pathway.

(d) Engage All students in meaningful, authentic problem-based learning that will support the Oregon’s 40-40-20 goal.

(3) Eligible school districts, public schools, student-focused nonprofit organizations and post-secondary institutions must have a comprehensive system for measuring students’ quantitative and qualitative outcomes, provide documented data and ensure that the resources received will be used for STEAM and CTE program and activity implementation.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0329

Implementation of Grant Funding of STEAM & CTE Programs and Activities

(1) The Oregon Department of Education shall allocate funds to support in-school and out-of-school STEAM and CTE programs and activities.

(2) Each grantee may receive funds between $10,000 and $250,000 for use during the 2013-2015 biennium.

(3) The Department of Education will award STEAM and CTE Programs and Activities Grants for the biennium distributed as follows:

(a) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted for the STEAM and CTE Programs and Activities funds. All proposals will comply with the requirement of section 4, chapter 661, Oregon Laws 2013 (enrolled House Bill 3232) and rules adopted to implement that section.

(b) The Department shall give priority to proposals that meet the minimum criteria and clearly demonstrates how the grant funds will be used to address the following:

(A) Establish how underserved and underrepresented students will be engaged and have increased learning opportunities;

(B) Support new or expand STEAM & CTE programs and activities;

(C) Demonstrate a long-term sustainability plan;

(D) Collaborate with local business and industry partners or Regional STEM Hubs

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

581-017-0332

Reporting of STEAM and CTE Programs and Activities

The Department of Education shall develop partnership-reporting requirements for allocation of funds for implementation of STEAM and CTE Programs and Activities as required by the Oregon Investment Board.

Stat. Auth.: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Stats. Implemented: Sect. 1, ch. 661, OL 2013 (Enrolled HB 3233)

Hist.: ODE 27-2013(Temp), f. & cert. ef. 11-22-13 thru 5-21-14

Notes
1.) This online version of the OREGON BULLETIN is provided for convenience of reference and enhanced access. The official, record copy of this publication is contained in the original Administrative Orders and Rulemaking Notices filed with the Secretary of State, Archives Division. Discrepancies, if any, are satisfied in favor of the original versions. Use the OAR Revision Cumulative Index found in the Oregon Bulletin to access a numerical list of rulemaking actions after November 15, 2013.

2.) Copyright Oregon Secretary of State: Terms and Conditions of Use

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Phone: (503) 986-1523 • Fax: (503) 986-1616 • oregon.sos@state.or.us

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