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The Oregon Administrative Rules contain OARs filed through November 15, 2014
 
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OREGON DEPARTMENT OF EDUCATION

 

DIVISION 17

STRATEGIC INVESTMENTS

Guiding Principles

581-017-0005

Definitions

The following definitions apply to Oregon Administrative Rules in division 17, chapter 581 that implement strategic investments as part of the Oregon Early Reading Program, Guidance and Support for Post-Secondary Aspirations Program and Connecting to the World of Work Program:

(1) “40-40-20 goal” means the mission of Oregon’s education system as described in ORS 351.009.

(2) “Achievement gap” means the research-based gap in achievement that often exists between students who are economically disadvantaged, students learning English as a second language, African American, Hispanic or Native American and their peers.

(3) “Network” means the Network of Quality Teaching and Learning established by chapter 661, Oregon Law 2013 (Enrolled House Bill 3233).

(4) “Students who are economically disadvantaged” means students who are eligible for free or reduced price school meals.

Stat. Auth.: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Stats. Implemented: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Hist.: ODE 15-2013(Temp), f. & cert. ef. 8-15-13 thru 2-11-14; ODE 28-2013, f. & cert. ef. 12-18-13

581-017-0010

Equity Lens

(1) The Department of Education will apply the Equity Lens adopted by the Oregon Education Investment Board when administering the strategic investments including when determining resource allocation and making strategic investments.

(2) Specifically the Department shall consider the following:

(a) Who are the racial or ethnic and underserved groups affected? What is the potential impact of the resource allocation and strategic investment to these groups?

(b) Does the decision being made ignore or worsen existing disparities or produce other unintended consequences? What is the impact on eliminating the opportunity gap?

(c) How does the resource allocation or strategic investment advance the 40-40-20 goal?

(d) What are the barriers to more equitable outcomes? (e.g., mandated, political, emotional, financial, programmatic or managerial)

(e) How has the Department intentionally involved stakeholders who are also members of the communities affected by the resource allocation or strategic investment? How does the Department validate its assessment in paragraphs (a), (b) and (c) of this subsection?

(f) How will the Department modify or enhance the strategic investment to ensure each learner and communities’ individual and cultural needs are met?

(g) How is the Department collecting data on race, ethnicity, and native language relating to the strategic investments?

(h) What is the Department’s commitment to P-20 professional learning for equity? What resources is the Department allocating for training in cultural responsive instruction?

Stat. Auth.: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Stats. Implemented: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Hist.: ODE 15-2013(Temp), f. & cert. ef. 8-15-13 thru 2-11-14; ODE 28-2013, f. & cert. ef. 12-18-13

581-017-0020

Timelines and Performance Measures

Recipients of strategic investment grant funds shall meet timelines, performance measures and other requirements related to the accumulation and evaluation of data collected as required by the Oregon Education Investment Board and the Oregon Department of Education.

Stat. Auth.: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Stats. Implemented: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Hist.: ODE 15-2013(Temp), f. & cert. ef. 8-15-13 thru 2-11-14; ODE 28-2013, f. & cert. ef. 12-18-13

Expanded Reading Opportunities Grant

581-017-0100

Definitions

The following definitions apply to 581-017-0100 to 581-017-0115:

(1) “CAP (Comprehensive Achievement Plan)” means the plan for program improvement that all Focus and Priority Schools are required to develop and implement. It describes the school’s goals, tasks necessary to achieve those goals, and who is responsible for completion of each activity with anticipated due dates. The CAP is the vehicle for communication between the school and the Oregon Department of Education outlining the actions a school takes to implement interventions prescribed by the School Appraisal Team. The CAP, developed collaboratively by the district, school, and a team of educators and community members, commits the school to evidence-based interventions and fixed improvement goals.

(2) “Focus Schools” are those ranked in the fifth to the fifteenth percentile in overall rating and are:

(a) Within-School Gap: Title I schools with the largest within school achievement or graduation gaps, or

(b) With Low Achieving Subgroup: Title I schools with a subgroup or subgroups with low achievement in reading and mathematics, combined, or a subgroup with low graduation, or

(c) With Low Graduation Rate: Title I high schools with graduation rates under 60 percent that were not already identified as Priority Schools.

(3) “Focus and Priority Schools” means schools that were identified using the Department of Education’s overall rating system that analyzed 2011-2012 student achievement data and graduation rates.

(4) “Priority Schools” are those schools satisfying at least one of the following:

(a) School Improvement Grant (SIG): A Tier I or Tier II school receiving funding under the SIG program.

(b) Low Graduation Rate: A Title I-participating high school with a graduation rate of less than 60 percent.

(c) Low Achievement: Among the lowest five percent of Title I schools in the state based on the percent of students meeting state benchmarks in reading and mathematics combined for 2010-11 and 2011-12 that is not a high-progress school.

(5) “SIG Schools” means the schools that have received the 3-year School Improvement Program Grant and whom begun their work during the 2010–2011 (Cohort 1) or 2011–2012 (Cohort 2) school years.

Stat. Auth.: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Stats. Implemented: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Hist.: ODE 19-2013(Temp), f. & cert. ef. 8-15-13 thru 2-11-14; ODE 31-2013, f. & cert. ef. 12-18-13

581-017-0105

Establishment

(1) The Expanded Reading Opportunities Grant is established as part of the Early Reading Program Strategic Investment.

(2) The purposes of the program are to:

(a) Extend and expand reading opportunities in public schools; and

(b) Improve the reading proficiency of students by the time the students complete the third grade.

Stat. Auth.: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Stats. Implemented: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Hist.: ODE 19-2013(Temp), f. & cert. ef. 8-15-13 thru 2-11-14; ODE 31-2013, f. & cert. ef. 12-18-13

581-017-0110

Eligibility

The Department of Education shall allocate funds for the Expanded Reading Opportunities Grant to schools based on the following eligibility criteria:

(1) Schools must be a designated Focus or Priority School.

(2) Schools must serve students in at least one grade from kindergarten through grade 3.

(3) Schools must not have received a SIG grant.

(4) Schools must use the funds in alignment with their CAP.

(5) Schools must use the funds to extend or expand reading opportunities by:

(a) Providing adult support;

(b) Offering programs during non-school hours; or

(c) Increasing access to technology.

Stat. Auth.: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Stats. Implemented: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Hist.: ODE 19-2013(Temp), f. & cert. ef. 8-15-13 thru 2-11-14; ODE 31-2013, f. & cert. ef. 12-18-13

581-017-0115

Implementation Grant Funding

(1) The Department of Education may award at least $40,000 for the 2013-2014 school year to each eligible Focus and Priority School that applies and meets the criteria.

(2) For the 2014-2015 school year each eligible Focus and Priority School that applied may be awarded an equal amount based on the amount available.

(3) The Department may not award more than $4 million dollars in total per biennium for Expanded Reading Opportunities Grants.

(4) School that receive funds under the grant program may not use those funds for administrative costs.

Stat. Auth.: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Stats. Implemented: 2013 OL Ch. 660, Sec. 1 (Enrolled HB 3232)
Hist.: ODE 19-2013(Temp), f. & cert. ef. 8-15-13 thru 2-11-14; ODE 31-2013, f. & cert. ef. 12-18-13

Mentoring, Monitoring, Acceleration Grant

581-017-0200

Definitions

The following definitions apply to OAR 581-017-0200 to 581-017-0220:

(1) “Accelerated” means an underserved student who has achieved a “C” or higher will gain access to IB, AP or college credit courses. This can include but is not limited to transportation, consortium creation and teacher training.

(2) “At-risk” means a student who is less likely to succeed academically or more likely to drop out of school due to circumstances beyond their control.

(3) “Cultural Competence” means an individual or organization has proven their ability to understand the emotional, mental and physical challenges of non-majority individuals in a way that promotes a self-awareness and confidence that is reflected in the students’ academic achievement.

(4) “Non-profit organization” means:

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

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

(5) “Wraparound” intervention strategy means an organization can demonstrate the ability to execute a highly structured and integrated effort to meet student needs in their home, school and community that is reflected in the students’ academic achievement.

(6)“Underserved” means a student who is not making satisfactory progress toward a high school diploma, modified diploma or an extended diploma and has not considered enrolling in post-secondary education.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.815
Hist.: ODE 23-2013(Temp), f. & cert. ef. 10-18-13 thru 4-16-14; ODE 1-2014, f. & cert. ef. 2-19-14

581-017-0205

Establishment

(1) The Mentoring, Monitoring, Acceleration Grant is established as part of the Guidance and Support for Post-Secondary Aspirations Strategic Investment.

(2) The purposes of the grant is to:

(a) Extend or expand a students’ ability to achieve a “C” or higher within the current academic year in all core subjects;

(b) Increase the academic achievement for underserved and at-risk students in addition to the cultural competence within academic communities; and

(c) Create, expand or replicate programs that achieve the purposes of the grant.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.815
Hist.: ODE 23-2013(Temp), f. & cert. ef. 10-18-13 thru 4-16-14; ODE 1-2014, f. & cert. ef. 2-19-14

581-017-0210

Eligibility

The Department of Education shall allocate funds for the Mentoring, Monitoring, Accelerated grant program based on the following eligibility criteria:

(1) The following entities shall be eligible to receive the Mentoring, Monitoring, Accelerated program award:

(a) Non-profit organizations;

(b) School districts; and

(c) Consortiums of non-profits or school districts and other entities. Each eligible consortium must have at least one non-profit organization or school district to be eligible for the grant which will serve as the fiscal agent.

(2) Eligible non-profit organizations and school districts must have a comprehensive system for monitoring progress and providing individualized planning, mentoring, tutoring or other support services to students or must have as part their proposal a plan to have a comprehensive system.

(3) Eligible non-profit organizations and school districts must provide data documenting and must ensure that the resources received will be used for underserved, at-risk or accelerating students in eighth or ninth grade.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.815
Hist.: ODE 23-2013(Temp), f. & cert. ef. 10-18-13 thru 4-16-14; ODE 1-2014, f. & cert. ef. 2-19-14

581-017-0215

Implementation of Grant Funding

(1) The Department of Education will make awards between $50,000 and $250,000 for use during the 2013–2014 or 2014–2015 school year for each eligible Mentoring, Monitoring, Accelerated grant program. The Department may not award more than $3 million in total per biennium for the grants.

(2) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted for the Mentoring, Monitoring, Acceleration program funds. All proposals will comply with the requirements of ORS 327.800 and 327.815 and rules adopted to implement those sections.

(3) Awards will be based on the following criteria:

(a) Whether the proposal identifies how the funds will be used to reach the 40-40-20 goal and improve education outcomes for underserved and at risk and accelerating students as identified by the Oregon Education Investment Board Equity Lens document.

(b) Whether the applicant proposal demonstrates support, commitment and readiness to design or revise culturally competent programming specifically for underserved/at-risk eighth and ninth grade students.

(4) 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 program funding has ended.

(b) The extent to which the applicant clearly documents its capacity to implement and carry out programming and services for students achieving a “C” or higher in core academic subjects within the current academic year.

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

(a) Organizations who have documented evidence of serving underserved/at-risk eighth and ninth grade students and/or drop outs.

(b) Organizations designed to return or advance eighth or ninth grade students to a “C” or higher grade in core academic subjects within the same academic year using a systematic program design.

(c) Geographic location of the program organization to ensure geographic representation of the targeted student groups are included throughout the state.

(d) Organizations currently serving eighth and ninth grade underserved or at risk students that could improve academic levels to “C” or higher in core academic subjects with additional resources.

(e) Organizations that have a high level of students who are at or below a “C” in core academic subjects.

(f) Give preference to organizations that have demonstrated success by improving student academic outcomes.

(6) Each award may be up to $250,000 which shall be given during the following phases based on a detailed budget narrative and budget template:

(a) Planning phase;

(b) Implementation phase; and

(c) Evaluation phase.

(7) Grant recipients shall use funds received for the planning, implementation, and evaluation phases of the grant for activities outlined in the request for proposal.

(8) Grant recipients 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.: ORS 327.800
Stat. Implemented: ORS 327.815
Hist.: ODE 23-2013(Temp), f. & cert. ef. 10-18-13 thru 4-16-14; ODE 1-2014, f. & cert. ef. 2-19-14

581-017-0220

Timelines and Performance Measures

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

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.815
Hist.: ODE 23-2013(Temp), f. & cert. ef. 10-18-13 thru 4-16-14; ODE 1-2014, f. & cert. ef. 2-19-14

Connecting to the World of WorkSTEM, STEAM and CTE

581-017-0301

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

Oregon Regional STEM [Science, Technology, Engineering and Mathematics] Hub Grant

581-017-0306

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

581-017-0309

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

581-017-0312

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

581-017-0315

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

581-017-0318

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

Science Technology, Engineering, Art and Mathematics [STEAM] & Career and Technical Education [CTE] Programs and Activities Grant

581-017-0321

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

581-017-0324

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

581-017-0327

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

581-017-0330

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

581-017-0333

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.: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Stat. Implemented: 2013 OL Ch. 661, Sec. 4 (Enrolled HB 3232)
Hist.: ODE 30-2014, f. & cert. ef. 6-24-14

Oregon STEM (Science, Technology, Engineeringand Mathematics) Lab School Grant

581-017-0335

Definitions and Establishment of STEM Lab Schools

(1) The following definitions apply to 581-017-0335 TO 581-017-0347:

(a) “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.

(b) “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.

(c) “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.

(d) “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.

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

(f) “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.

(g) “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 concepts. Such learning environments must engage all students in solving complex problems, using highly interactive learning opportunities that create new opportunities for STEM learning across the core curriculum.

(h) “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.

(i) “Postsecondary Institution” means:

(A) A community college operated under ORS Chapter 341.

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

(i) University of Oregon.

(ii) Oregon State University.

(iii) Portland State University.

(iv) Oregon Institute of Technology.

(v) Western Oregon University.

(vi) Southern Oregon University.

(vii) Eastern Oregon University.

(viii) Oregon Health and Science University.

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

(j) “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).

(k) “School” means a public middle school, high school, community college, or postsecondary institution offering a comprehensive instructional program. A school may include a discreet comprehensive instructional program within a larger school or college.

(l) “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.

(m) “STEAM Education” means the incorporation of strategies to enhance science, technology, engineering and mathematics (STEM) education by integrating art and design, and promoting creative possibilities.

(n) “STEM Education” means an approach to teaching and lifelong learning that emphasizes the natural interconnectedness of the four separate STEM disciplines which mirrors the practices and rich contexts of STEM practitioners. 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 authentic 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.

(o) “STEM Lab School” means to establish a school that has a student-centered school culture of inquiry with meaningful and authentic learning environments that integrate STEM and/or STEAM education aligned with state, national and industry standards. This cutting-edge learning center will deepen connections between other educational institutions, business, industry, out-of-school educators, and the local community to create and promote STEM career pathways for students. An intentional focus of a lab school is to support the professional learning of current and future educators, the implementation of innovative education models, and educational research in a manner that increases knowledge and capacity of systems and institutions beyond the school itself.

(p) “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.

(q) “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 and/or educators who’s goals or mission are focused on impacting and improving student outcomes in STEM education.

(r) “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.

(s) “Underrepresented Students” in STEM are from demographic groups whose 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.

(2) The STEM Lab Schools Grant is established as part of the Connecting to the World of Work Program.

(3) The purpose of the STEM Lab School Grant is to:

(a) Engage middle school, high school and/or community college students in authentic, inquiry-based learning environments that increase experiential learning opportunities focused on Science, Technology, Engineering, and Mathematics (STEM) education and design-related industries to improve, enhance, and enrich students’ problem-solving capabilities and to foster 21st Century Skills.

(b) Address ongoing access, opportunity, interest and attainment gaps for underserved and underrepresented students in STEM and design-related industries consistent with the Equity Lens.

(c) Promote more effective STEM and design-related industries instructional practices consistent with Common Core State Standards, Oregon State Science Standards and Oregon State Arts Standards by offering educator professional learning opportunities.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 2-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 31-2014, f. & cert. ef. 6-24-14

581-017-0338

Eligibility of STEM Lab Schools

(1) The Oregon Department of Education may allocate funds for STEM Lab Schools to the following entities:

(a) Public Schools;

(b) School districts;

(c) Student-focused nonprofit organizations; or

(d) Postsecondary institutions for the purpose of supporting STEM education.

(2) A single grant proposal may include more than one eligible applicant and other entities but the lead agency for the proposal must be one of entities listed in subsection (1) of this rule.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 2-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 31-2014, f. & cert. ef. 6-24-14

581-017-0341

Criteria of STEM Lab Schools

(1) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted each biennium for which the STEM Lab School grant funds are available. All proposals must comply with the requirements of ORS 327.800 and 327.820 and rules adopted to implement those statutes.

(2) Eligible public schools, school districts, postsecondary institutions, and student-focused nonprofit organizations will focus on STEM education and design-related industry 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 STEM 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 STEM workforce pathway.

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

(e) Provide professional learning opportunities that support educator effectiveness.

(3) Eligible public schools, school districts, 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 to provide STEM career pathway opportunities to students.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 2-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 31-2014, f. & cert. ef. 6-24-14

581-017-0344

Implementation of Grant Funding of STEM Lab Schools

(1) The Oregon Department of Education shall allocate funds to support STEM Lab Schools.

(2) Each grantee may receive funds between $300,000 and $700,000 for use during the 2013–2015 biennium.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 2-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 31-2014, f. & cert. ef. 6-24-14

581-017-0347

Reporting of STEM Lab Schools

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

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 2-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 31-2014, f. & cert. ef. 6-24-14

Eastern Promise Replication Grant Program

581-017-0350

Definitions

The following definitions apply to OAR 581-017-0350 to 581-017-0362:

(1) “Consortium” means the equal partnership developed to form the cross-sector collaboration between eligible educational institutions.

(2) “Proximity” means the four-year institution participating in the program will have a branch campus located within 150 miles of their community college partners’ regional borders.

(3) “Private post-secondary institution” means” an Oregon-based, generally accredited, not-for-profit institution of higher education.

(4) “Public post-secondary institution” means:

(a) 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.

(b) Oregon Health and Science University.

(5) “Significant population” means to serve the majority of underserved students within the consortiums region.

(6) “Underserved student” means a student (English language learner, student of color, an economically disadvantaged student or a student with disabilities) who has not historically taken high school accelerated courses and may not have considered enrolling in a post-secondary education program.

(7) “Variety” means students having access to a choice of courses offered in core academic subjects, in different forums (which include yet are not limited to distance learning, high school campus, college campus, by proficiency assessment or through credit for prior learning), that are eligible for transfer.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 3-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 29-2014, f. & cert. ef. 6-24-14

581-017-0353

Eastern Promise Replication Grant Program Establishment

(1) The Eastern Promise Replication Grant is established as part of the Connecting the World to Work Program Strategic Investment under ORS 327.820.

(2) The purposes of the grant are to:

(a) Connect students to the World of Work;

(b) Develop 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; and

(c) Distribute moneys to consortiums that include at least three school districts, at least one education service district, at least one community college and at least one public or private post-secondary institution to design and deliver 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.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 3-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 29-2014, f. & cert. ef. 6-24-14

581-017-0356

Eligibility

The Department of Education shall allocate funds for the Eastern Promise Replication Program grant to consortiums that consist of at least three school districts, at least one education service district, at least one community college and at least one public or private post-secondary institution.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 3-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 29-2014, f. & cert. ef. 6-24-14

581-017-0359

Implementation of Grant Funding

(1) The Department of Education will make awards between $465,000 and $650,000 (adjusted by justifiable need) for use during the 2014–2015 school year for replication of the Eastern Promise program.

(2) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted for the Eastern Promise Replication program funds. All proposals will comply with the requirements of ORS 327.800 and 327.820(3)(a)(D) and rules adopted to implement those sections.

(3) Awards will be based on the following criteria:

(a) Whether the proposal identifies how the funds will be used to reach the 40-40-20 goal by replicating the core pillars of Eastern Promise early college experiences and Professional Learning Communities.

(b) Whether the applicant proposal demonstrates support, commitment and readiness to design or revise programming specifically for offering early college experiences and developing Professional Learning Communities.

(c) Whether there is a commitment to cross-sector collaboration between a university, community college(s), education service district(s), and districts where each partner is engaged as an equal partner.

(d) Whether there is a commitment to providing students with a variety of accelerated learning opportunities, such as on-campus experiences, dual credit, Advanced Placement, International Baccalaureate, and to ensuring students receive support and specific instruction around the knowledge, skills and behaviors necessary to be successful in college-level coursework.

(e) Whether there is a commitment to developing cross-sector professional learning, including faculty and teachers from the university, community college and ESD/high schools of like disciplines. The consortium will ensure that all levels of instruction are represented and participate in discussing and establishing the appropriate curriculum, and in developing appropriate and shared assessment parameters to measure outcomes.

(f) Whether there is a commitment to building a college-going culture, which refers to the environment, attitudes, and practices in schools and communities that encourage students and their families to obtain the information, tools, and perspective to enhance access to and success in postsecondary education. The applicant should describe a plan for one or more, programs servicing students, beginning in middle grades, that:

(A) Helps students learn about options for their future, careers and the education they require;

(B) Convey the expectation that all students can prepare for the opportunity to attend and be successful in post-secondary education; and

(C) Ensure schools, families, and communities give students the same message of high expectations for their future.

(4) 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 program funding has ended.

(b) The extent to which the applicant clearly documents its capacity to implement and carry out programming to replicate pillars of the Eastern Promise program.

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

(a) Programs representing the core pillars of the Eastern Promise Early College Experience.

(b) Programs that exhibit 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.

(c) The number of students the Early College Experience program will serve.

(d) Programs with a detailed process to identify, enroll, support and retain underserved students.

(e) Programs that have a high level of underserved students who historically have not taken high school accelerated courses.

(f) Geographic locations of the program organization to ensure geographic representation of the targeted student groups are included throughout the state.

(6) Each award may be between $465,000 and $650,000 which shall be given during the following phases based on a detailed budget narrative and budget template:

(a) Planning and Implementation phase

(b) Evaluation phase.

(7) Grant recipients shall use funds received for the planning, implementation, and evaluation phases of the grant for activities outlined in the request for proposal.

(8) Grant recipients 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 by June 30, 2015.

(9) Grant recipients will document and account for each student enrolled in and completing accelerated college courses before the final distribution of grant funds.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 3-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 29-2014, f. & cert. ef. 6-24-14

581-017-0362

Timelines and Performance Measures

The Eastern Promise program shall provide award recipients a template for an interim and final grant report. Recipients are required to submit the interim and final report prior to receive their final request for funds.

Stat. Auth.: ORS 327.800
Stat. Implemented: ORS 327.820
Hist.: ODE 3-2014(Temp), f. & cert. ef. 2-19-14 thru 8-17-14; ODE 29-2014, f. & cert. ef. 6-24-14

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