Oregon Bulletin
February 1, 2011
Rule
Caption: Repeals charter school revolving
loan program.
Adm.
Order No.: ODE 17-2010
Filed with Sec. of
State: 12-17-2010
Certified to be
Effective: 12-17-10
Notice Publication
Date: 11-1-2010
Rules Repealed: 581-020-0350
Subject: • The rule authorized the Superintendent to make loans
to charter schools. The loans were to be financed from the Public Charter
School Development Fund created in statute. The Legislature did not appropriate
moneys to this fund for the loan program.
• The loan
program was part of the original charter school law adopted in 1999.
• An audit was
conducted of funds of the Department of Education. One recommendation of this
audit was the abolishment of the Public Charter School Development Fund because
the fund had never been used. The abolishment was accomplished during the 2009
Legislative Session by repealing ORS 338.185 which created Public Charter
School Development Fund.
• Repeal of the
rule is consistent with the Legislative repeal of the statutory section
Rules Coordinator: Diane Roth—(503) 947-5791
Rule
Caption: Requires adoption of process to
allow students to demonstrate essential skills in language of origin.
Adm.
Order No.: ODE 18-2010
Filed with Sec. of
State: 12-17-2010
Certified to be
Effective: 12-17-10
Notice Publication
Date: 7-1-2010
Rules Adopted: 581-022-0617
Subject: Rule directs schools districts and public charter
schools to adopt process to allow certain English Language Learner students to
demonstrate proficiency in essential skills in the students’ language of
origin.
Rules Coordinator: Diane Roth—(503) 947-5791
581-022-0617
Essential Skill Assessments for
English Language Learners
(1) Definitions. As used in this rule:
(a) “Assessment option” means an assessment approved to
assess proficiency in the Essential Skills for the purpose of earning a high
school diploma or a modified diploma.
(b) “English Language Learner” (ELL) means a student
who meets the definition of “Limited English Proficient” found in Title IX,
Part A, Section 9101.25 of the No Child Left Behind Act of 2001 (NCLB).
(c) “Essential Skills” means process skills that cross
academic disciplines and are embedded in the content standards. The skills are
not content specific and can be applied in a variety of courses, subjects, and
settings.
(d) “Qualified Rater” means any individual who is:
(i) Trained to a high degree of proficiency in scoring
the assessment administered to the student; and
(ii) Endorsed by the school district or public charter
school, consistent with local school board policy, as proficient in the
student’s language of origin for the purposes of accurately scoring the
student’s work in the student’s language of origin.
(2) Consistent with OAR 581-022-0615, school districts
and public charter schools must adopt a policy whether to allow ELL students to
demonstrate proficiency in the Essential Skill of “Apply mathematics in a
variety of settings” in the students’ language of origin for those ELL students
who by the end of their 11th grade year:
(a) Are on track to meet all other graduation
requirements; and
(b) Are unable to demonstrate proficiency in the
Essential Skills in English.
(3) Consistent with OAR 581-022-0615, school districts
and public charter schools must adopt a policy whether to allow ELL students to
demonstrate proficiency in Essential Skills other than “Apply mathematics in a
variety of settings” in the students’ language of origin for those ELL students
who by the end of their 11th grade year:
(a) Meet the criteria in Section 2(a)-(b) of this rule;
(b) Have been enrolled in a U.S. school for five (5)
years or less; and
(c) Have demonstrated sufficient English language
skills using an English language proficiency assessment option that is approved
by the State Board of Education. ODE will issue final notice of the State Board
of Education’s adoption of English language proficiency assessment options by
March 1 of each year as an addendum to the Test Administration Manual.
(4) If a school district or public charter school
adopts a policy allowing ELL students to demonstrate proficiency in the
Essential skills in the students’ language of origin under Sections 2 and 3 of
this rule, that policy must include the following:
(a) Development of a procedure to provide assessment
options as described in the Test Administration Manual in the ELL students’
language of origin for those ELL students who meet the criteria in Section
2(a)-(b) of this rule.
(b) Development of a procedure to ensure that locally
scored assessment options administered in an ELL student’s language of origin
are scored by a qualified rater.
Stat. Auth.: ORS 329.451, 338.025,
339.115, and 339.505
Stats. Implemented: 329.045,
329.075, 329.485, and 338.115
Hist.: ODE 18-2010, f. & cert.
ef. 12-17-10
Rule
Caption: Updates and clarifies rule
relating to private career school licenses.
Adm.
Order No.: ODE 19-2010
Filed with Sec. of
State: 12-17-2010
Certified to be
Effective: 1-1-11
Notice Publication
Date: 8-1-2010
Rules Amended: 581-045-0009
Subject: The rule amendment provides clarity regarding the
components and level of detail required for those components for instructional
programs in private career schools.
Rules Coordinator: Diane Roth—(503) 947-5791
581-045-0009
Instructional Programs
(1) All schools shall:
(a) Offer programs of quality, content and duration,
that are based on specific industry standards or an occupational task analysis,
and with appropriate entrance criteria, instructional materials, staff,
equipment and facilities to prepare students for the programs’ occupational
objectives; and
(b) Operate programs evaluated by appropriate program
advisory committees as defined in OAR 581-045-0013, unless a program is exempt
from the advisory committee requirement under 581-045-0014. Materials for
exempt programs will be reviewed by the Superintendent to determine the
adequacy and appropriateness of the instructional methodology. The school shall
prepare instructional design documentation for review, evaluation and analysis
that includes:
(A) A program outcome summary for each program offered
that clearly states the program title, duration, educational or professional
technical objective(s) of the program, and the job(s) title and level for which
the training prepares the student. In addition the program outcome summary must
include the following information:
(i) A description of the target population for enrollment;
(ii) The entrance requirements and prerequisite
knowledge or skills needed to enroll;
(iii) Any state license exams or other certifications
the student will be prepared to take upon successful completion of the program;
(B) A list of the industry standards or the
occupational task analysis used to formulate the instructional design, and the
associated competencies for each standard or occupational task;
(C) A list of core abilities taught in the program and
the associated competencies, if any;
(D) A list of competencies taught in the program,
sequenced by learning plans;
(E) All learning plans, which shall include:
(i) Core abilities and competencies taught in the
lesson;
(ii) Learning objectives for each competency;
(iii) Learning activities that achieve the learning
objectives;
(iv) Sequence of learning activities;
(v) Performance assessment statement(s);
(F) The performance assessment(s) plan(s) for each
competency, which shall include directions for the student and the evaluator,
the performance conditions and criteria, and checklists, rubrics, or scoring
guides used;
(G) A program map indicating the number of clock hours
allowed for each course and for each unit or major topic within each course.
(i) If the school is approved to use a credit hour
measurement, an explanation of how credit hours convert to clock hours must
also be submitted;
(ii) If the instructional program is self-directed or
measured in lessons, the total number of clock hours for the program and how that
number is derived, the total number of lessons, and the maximum time allowed
for completion of the program must be submitted.
(H) A teaching syllabus for each course in each program
, copies of written instructional materials used by the students or citations
for specific editions of textbooks used, and an inventory of instructional
equipment and materials (including software and AV materials) available to be
used in the programs; the content of the syllabus shall follow the sample
provided by the Department;
(I) The grading system, standards of satisfactory
progress, attendance and performance required of students in the program, as
referenced in 581-045-0019;
(c) Submit additional documentation that includes:
(A) A description of the instructional area or facility
with space allocations and dimensions, equipment placement, and teaching
stations for each program appropriately indicated;
(B) A description of the admission requirements and
process for evaluating those requirements, including the criteria or tests used
in the selection and placement of enrollees for the program;
(C) Labor market information, updated every two years
with data no more than three years old, as described in OAR 581-045-0006(11);
and
(D) A written placement assistance plan for assisting
graduates in efforts to obtain employment in the field for which training was
offered, or a related field, as described in 581-045-0019.
(2) The program advisory committee shall submit to the
school and the Superintendent its analysis of the quality, content, duration
and curriculum sequencing of the program of study, instructional materials,
equipment and facilities provided to prepare the student in skills currently
necessary for entry level employment in the occupation for which the program
was designed:
(a) Program material prepared for the program advisory
committee, as prescribed in subsections (1)(b) and (c)of this rule, will be
filed with the Superintendent ;
(b) The Superintendent may review:
(A) The school’s program development procedures; and
(B) The program advisory committee’s involvement in
program development;
(c) The Superintendent will review the instructional
design materials and the program advisory committee’s analysis of the adequacy
of the program and reject or accept the committee’s findings. The
Superintendent’s written approval is required prior to commencement of any
marketing, recruitment, enrollment or instructional activities.
Stat. Auth.: ORS 345.080
Stats. Implemented: ORS 345.080
Hist.: ODE 32-2000, f. 12-11-00
cert. ef. 1-1-01; ODE 19-2010, f. 12-17-10, cert. ef. 1-1-11
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, 2010.
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