69th OREGON LEGISLATIVE ASSEMBLY--1997 Regular Session
NOTE: Matter within { + braces and plus signs + } in an
amended section is new. Matter within { - braces and minus
signs - } is existing law to be omitted. New sections are within
{ + braces and plus signs + } .
LC 2074
House Bill 2570
Sponsored by Representative SUNSERI; Representatives R. BEYER,
JONES, MILNE, STARR, Senator SHANNON
SUMMARY
The following summary is not prepared by the sponsors of the
measure and is not a part of the body thereof subject to
consideration by the Legislative Assembly. It is an editor's
brief statement of the essential features of the measure as
introduced.
Allows school districts discretion in implementation or use of
Certificates of Initial Mastery, Certificates of Advanced
Mastery, diplomas, statewide assessment system and 21st Century
Schools Councils.
A BILL FOR AN ACT
Relating to Oregon Educational Act for the 21st Century; amending
ORS 329.065, 329.075, 329.237, 329.445, 329.447, 329.465,
329.475, 329.485, 329.570, 329.600, 329.675, 329.704, 329.725,
329.855 and 329.900.
Be It Enacted by the People of the State of Oregon:
SECTION 1. ORS 329.065 is amended to read:
329.065. { + (1) + } Nothing in this chapter is intended to be
mandated without adequate funding support. Therefore, those
features of this chapter which require significant additional
funds shall not be implemented statewide until funding is
available.
{ + (2) If a school district chooses not to implement the
Certificate of Initial Mastery or Certificate of Advanced Mastery
programs or create a 21st Century Schools Council, the school
district shall not be found to be deficient under ORS 327.103 and
shall continue to receive State School Fund moneys. + }
SECTION 2. ORS 329.075 is amended to read:
329.075. (1) The State Board of Education shall adopt rules, in
accordance with ORS 183.025 and 183.310 to 183.550, as necessary
for the { - statewide - } implementation of this chapter. The
rules shall be prepared in consultation with appropriate
representatives from the educational and business and labor
communities.
(2) The Department of Education shall be responsible for
coordinating research, planning and public discussion so that
activities necessary to the implementation of this chapter can be
achieved. Actions by the department to fulfill this
responsibility and to increase student achievement may include,
but are not limited to:
(a) Updating Common Curriculum Goals to meet rigorous academic
standards;
(b) Developing criterion-referenced assessments including
performance-based, content-based and other assessment mechanisms
to test knowledge and skills;
(c) Establishing criteria for Certificates of Initial Mastery
and Advanced Mastery, and for benchmarks at grades 3, 5, 8 and
10;
(d) Establishing criteria for early childhood improvement
programs;
(e) Amending the application process for school improvement
grants;
(f) Researching and developing public school choice plans;
(g) Working with the Oregon Workforce Quality Council and the
Office of Community College Services to develop no fewer than six
broad career indorsement areas of study; and
(h) Establishing criteria for learning options that may include
alternative learning centers.
(3) The State Board of Education shall create, by rule, a
process for school districts to initiate and propose pilot
programs. The rules shall include a process for waivers of rules
and regulations and a process for approval of the proposed pilot
programs.
(4) The Department of Education shall:
(a) Evaluate pilot programs developed pursuant to ORS 329.690
using external evaluators to provide data that specify the
educational effectiveness, implementation requirements and costs
of the programs and to describe what training, funding and
related factors are required to replicate pilot programs that are
shown to be effective;
(b) Present to the State Board of Education and the appropriate
legislative committee an annual evaluation of all pilot programs;
and
(c) Include funding for the implementation and evaluation of
pilot programs in the Department of Education budget.
(5) As used in this section:
(a) 'Criterion-referenced assessment' means testing of the
knowledge or ability of a student with respect to some standard.
(b) 'Content-based assessment' means testing of the
understanding of a student of a predetermined body of knowledge.
(c) 'Performance-based assessment' means testing of the ability
of a student to use knowledge and skills to create a complex or
multifaceted product or complete a complex task.
SECTION 3. ORS 329.445 is amended to read:
329.445. The Department of Education shall review district
improvement plans to ensure that the school restructuring efforts
framed in this chapter address the unique learning and
developmental needs of the middle educational levels
{ - between the early childhood education and Certificate of
Initial Mastery levels detailed in this chapter - } .
SECTION 4. ORS 329.447 is amended to read:
329.447. School districts { - shall - } { + may + }
continue to issue diplomas to students as evidence that students
have completed their public school education. At or before grade
12, a diploma
{ - shall - } { + may + } be conferred upon all students
completing the requirements established by the State Board of
Education and the school districts. In addition to the diploma,
{ + school districts may make + } the following { - shall
be - } available:
(1) A certificate, to be conferred upon students who with
additional services and accommodations do not meet the
Certificate of Initial Mastery standards.
(2) Certificate of Initial Mastery, to be conferred upon all
students meeting state and local standards and requirements
required for the Certificate of Initial Mastery pursuant to ORS
329.465.
(3) Certificate of Advanced Mastery, to be conferred upon all
students meeting state and local standards and requirements for
the Certificate of Advanced Mastery in one of the areas pursuant
to ORS 329.475.
(4) Career indorsements, which are focus areas that identify a
high quality career related course of study which informs
students about future choices and simultaneously prepares them
for further education, lifelong learning and employment.
SECTION 5. ORS 329.465 is amended to read:
329.465. (1) By the end of the 1995-1996 school year, the State
Board of Education shall revise and adopt standards and
requirements for the Certificate of Initial Mastery and design a
plan that enables school districts to phase in academic standards
so that students have opportunities to obtain a Certificate of
Initial Mastery by no later than the 1998-1999 school year, in
the manner designated in the state board's plan { + if the
school district has implemented the Certificate of Initial
Mastery program + }.
(2) The State Board of Education shall prescribe the standards,
pursuant to ORS 329.025 and 329.035, that a student must meet in
order to obtain a Certificate of Initial Mastery. The Certificate
of Initial Mastery shall be based on a series of
performance-based assessments and content assessments benchmarked
to mastery levels at approximately grades 3, 5, 8 and 10. The
assessment methods shall include work samples and tests and may
include portfolios. The state board shall establish a certificate
for students who, with additional services and accommodations, do
not meet the Certificate of Initial Mastery standards.
{ + School districts may allow + } students { - shall be
allowed - } to collect credentials over a period of years,
culminating in a project or exhibition that demonstrates
attainment of the required knowledge and skills that have been
measured by a variety of valid assessment methods.
(3) Requirements for the Certificate of Initial Mastery shall:
(a) Ensure that students have the necessary knowledge and
demonstrate the skills to read, write, problem solve, reason and
communicate;
(b) Ensure that students have the opportunity to demonstrate
the ability to learn, think, retrieve information and use
technology;
(c) Ensure that students have the opportunity to demonstrate
that they can work effectively as individuals and as an
individual in group settings; and
(d) Ensure that student assessment is based on academic content
standards in mathematics, science, history, geography, economics,
civics, English, second languages and the arts.
(4) { - Prior to July 1, 1997, - } { + If a school district
plans to implement the Certificate of Initial Mastery program,
the + } school
{ - districts - } { + district + } shall submit plans to the
Department of Education setting forth the steps the district will
take to ensure that its programs meet the requirements necessary
for students to obtain a Certificate of Initial Mastery. Each
district's plan shall demonstrate how alternative learning
program options will be available for students working toward a
Certificate of Initial Mastery and a diploma.
(5) The provisions of this section may be applied individually
as appropriate to students enrolled in special education programs
under ORS chapter 343.
(6) The Department of Education shall develop procedures to
accommodate out-of-state students, students taught by a parent or
private teachers pursuant to ORS 339.035, private school students
transferring into public schools and migrant children from other
states and countries.
(7) Nothing in this section is intended to apply the
Certificates of Mastery programs or standards to private school
students or students taught by a parent or private teachers
pursuant to ORS 339.035.
SECTION 6. ORS 329.475 is amended to read:
329.475. (1) { - Within two school years after the State
Board of Education adopts standards and rules for the Certificate
of Advanced Mastery, - } Each school district { - shall - }
{ + may + } institute programs that allow students to qualify
for a Certificate of Advanced Mastery with indorsements that
prepare students for post-secondary academic pursuits and
professional technical careers.
(2) School districts may implement the programs in a public
education institution such as a public school, education service
district, community college, public professional technical school
or institution of higher education, or any combination thereof,
that enrolls the student and meets the requirements of the State
Board of Education.
(3) The programs must provide a combination of work-related
learning experiences and study in accordance with ORS 329.855.
The program shall include a comprehensive educational component
that meets rigorous academic standards.
(4) { + If a school district implements a Certificate of
Advanced Mastery program, then + } all courses necessary for a
Certificate of Advanced Mastery shall be available to all
students.
(5) The State Board of Education shall adopt a framework for
the programs and timelines for implementation of the programs for
the school districts to follow as resources become available to
the school districts.
(6) In establishing the requirements for Certificates of
Advanced Mastery with indorsements, the State Board of Education
shall adopt rules that facilitate movement among the indorsements
and shall encourage public school choice and mobility so as to
enhance a student's opportunities for a full range of educational
experiences.
(7) The public education institution shall be reimbursed for
the student's tuition by the district in which the student
resides pursuant to ORS 339.115 and rules of the State Board of
Education, in an amount not to exceed the student's tuition or
the amount the district receives for the student from state
funds, whichever is less. A school district shall not receive
state funds for the student in an amount that exceeds the
student's tuition. Any adult who wishes to pursue an indorsement,
or any student having earned the Certificate of Advanced Mastery
or a diploma or who has attained 19 years of age and who wishes
to continue a program, may do so by paying tuition. As used in
this section, 'public education institution' does not include a
public school to which a student has transferred under ORS
329.485.
(8) Programs developed under this section shall meet the
highest academic standards possible and provide students with
opportunities for a broad range of quality work-related learning
experiences.
(9) A high school diploma issued by a private or out-of-state
secondary school as signifying successful completion of grade 12
shall be considered equivalent to a high school diploma issued by
an Oregon public school.
SECTION 7. ORS 329.485 is amended to read:
329.485. (1)(a) The Department of Education shall implement
{ - statewide - } a valid and reliable assessment system for
{ - all - } students that meets technical adequacy standards.
{ + The assessment system shall be available only to those
districts that have implemented a Certificate of Initial Mastery,
Certificate of Advanced Mastery or diploma program. + } The
assessment system, to be completed by the year 2000, shall
include criterion-referenced assessments including
performance-based assessments, content-based assessments, as
those terms are defined in ORS 329.075, and other valid methods
to measure the academic content standards and to identify
students who meet or exceed the standards for each mastery level
leading to the Certificate of Initial Mastery { + , + }
{ - and - } the Certificate of Advanced Mastery { + or a
diploma + }. However, until this plan is operational, assessment
shall continue at grades 3, 5, 8 and 10.
(b) The Department of Education shall develop the statewide
assessment system in:
(A) Mathematics, to be implemented by the 1995-1996 school
year.
(B) English, to be implemented by the 1996-1997 school year.
(C) Science, to be implemented by the 1997-1998 school year.
(D) History, geography, economics and civics, to be implemented
by the 1998-1999 school year.
(2) Prior to full { - statewide - } implementation of the
assessment system pursuant to subsection (1) of this section, the
State Board of Education by rule shall establish criteria for
determining whether students have demonstrated the knowledge and
skills necessary to perform successfully at each level in the
manner described in ORS 329.465, 329.475 and 329.855.
(3) Each year the resident district shall be accountable for
determining the student's progress toward achieving the standards
at grades 3, 5, 8 and 10. Progress toward the standards shall be
measured in a manner that clearly enables the student and parents
to know whether the student is making progress toward meeting or
exceeding the standards at grades 3, 5, 8 and 10. In addition,
the district shall adopt a grading system based on the local
school district board adopted course content of the district's
curriculum. The grading system shall clearly enable the student
and parents to know how well the student is achieving course
requirements.
(4) If a student has not met or has exceeded all of the
standards at grades 3, 5, 8 and 10, the school district shall
make additional services or alternative educational or public
school options available to the student.
(5) If the student to whom additional services or alternative
educational options have been made available does not meet or
exceed the standards within one year, the school district, with
the consent of the parents, shall make an appropriate placement,
which may include an alternative education program or the
transfer of the student to another public school in the district
or to a public school in another district that agrees to accept
the student. The district that receives the student shall be
entitled to payment. The payment shall consist of:
(a) An amount equal to the district expenses from its local
revenues for each student in average daily membership, payable by
the resident district in the same year; and
(b) Any state and federal funds the attending district is
entitled to receive payable as provided in ORS 339.133 (2).
SECTION 8. ORS 329.570 is amended to read:
329.570. (1) To the extent practicable, the development of the
application and the administration of programs under ORS 329.537
to 329.605 { - shall - } { + may + } be delegated by the
state and school districts to the 21st Century Schools Councils.
(2) If more than one school building is part of an application,
the 21st Century Schools Councils may elect to establish a
district planning committee to facilitate the development of its
application. A district planning committee shall consist of:
(a) Administrators and at least one school board member to be
chosen by the school board.
(b) Teachers, chosen by the exclusive representative, in a
number equal to those appointed under paragraph (a) of this
subsection.
(c) At least three public members, chosen jointly by the other
members of the committee.
(3) To participate in the Oregon 21st Century Schools Program,
and prior to submission of an application by the school board, a
school district shall have accomplished the following:
(a) Identified the school building or buildings and, if
appropriate, the school district or districts on whose behalf the
application is submitted.
{ - (b) Established, in each school building affected by the
proposal, a 21st Century Schools Council. - }
{ - (c) - } { + (b) + } Agreed, at the direction of the
21st Century Schools Councils { + , if applicable, + } and { - ,
if applicable, - } the district planning committee { + , if
applicable + }, upon the following:
(A) The major activities to be carried out as part of the
project, including but not limited to the nature and extent of
the restructuring of school operations and formal relationships
as described in ORS 329.555 (2).
(B) The specified measures of student learning and achievement,
including but not limited to those described in ORS 329.555 (2)
for each building affected by the application.
(C) The process by which each 21st Century Schools Council and,
where applicable, the district planning committee will collect
data and assess the progress and final performance of its
program.
(4) The local district school board shall be responsible for
submitting the application and certifying that all appropriate
requirements of ORS 329.537 to 329.605 have been met.
SECTION 9. ORS 329.600 is amended to read:
329.600. (1) Each district that receives approval for a project
under the Oregon 21st Century Schools Program shall submit an
annual report to the advisory committee appointed under ORS
329.700 and to the local community. The report shall include
specific data that reflect the nature and extent of changes in
student learning and other performance as described in its
application.
(2) Along with its annual report, a district may submit
proposed amendments to its approved program describing additional
statutes, rules or local policies and agreements that it proposes
to waive. Such amendments must be accompanied by a statement of
support from the local school board, the exclusive representative
of teachers and each 21st Century Schools Council involved in the
project. The advisory committee may recommend approval of such
amendments upon a finding of satisfactory progress by the
district and a determination that all other provisions of ORS
329.537 to 329.605 have been met.
(3) If, based upon these annual reports, the advisory committee
determines that a district's progress is unsatisfactory, the
advisory committee may recommend to the state board that the
district be placed on probation for a one-year period. During the
probationary year, the district shall be eligible for special
assistance from the Department of Education. During the
probationary year, the district shall also prepare a contingency
plan in the event it is ordered to terminate its project
prematurely.
(4) If, after the probationary period described in subsection
(3) of this section, the district's progress is still
unsatisfactory in the judgment of the advisory committee, the
advisory committee may recommend that the state board terminate
the project and implement its plan for returning to compliance
with previously waived statutes, rules and local policies and
agreements.
(5) A district may terminate its application by submitting to
the board a request for termination that has been approved by the
school board, the exclusive representative of teachers and { + ,
if applicable, + } the 21st Century Schools Councils.
SECTION 10. ORS 329.675 is amended to read:
329.675. As used in ORS 329.675 to 329.745 and 329.790 to
329.820:
(1) 'Beginning teacher' means a teacher who:
(a) Possesses a teaching license issued by the Teacher
Standards and Practices Commission;
(b) Is employed at least half time, primarily as a classroom
teacher, by a school district; and
(c) Has taught fewer than 90 consecutive days, or 180 days
total, as a licensed teacher in any public, private or
state-operated school.
(2) 'Educational goals' means a set of goals for educational
performance, as formulated by the 21st Century Schools
Councils { + , if applicable, + } and local communities, and
adopted by district school boards, according to provisions of ORS
329.675 to 329.745 and 329.790 to 329.820, to encourage greater
accountability between schools and the community, and better to
assess the effectiveness of educational programs, including the
professional growth and career opportunity programs, described in
ORS 329.675 to 329.745 and 329.790 to 329.820.
(3) 'Index of teaching and learning conditions' means the
system for the collection and analysis of relevant educational
data by schools, districts and the state for the purpose of
assessing the educational effectiveness of schools and programs.
(4) 'Mentor teacher' means a teacher who:
(a) Possesses a basic or standard teaching personnel service or
administrative license issued by the Teacher Standards and
Practices Commission;
(b) Is employed at the time of selection under contract
primarily as a classroom teacher by a school district in this
state;
(c) Has successfully taught for three or more years as a
licensed teacher in any public school;
(d) Has been selected and trained as described in ORS 329.815;
and
(e) Has demonstrated mastery of teaching skills and subject
matter knowledge.
(5) 'Support program' means a program provided by a mentor
teacher to a beginning teacher that includes, but is not limited
to, direct classroom observation and consultation, assistance in
instructional planning and preparation, support in implementation
and delivery of classroom instruction, and other assistance
intended to enhance the professional performance and development
of the beginning teacher.
SECTION 11. ORS 329.704 is amended to read:
329.704. (1) Nothing in this section shall interfere with the
duties, responsibilities and rights of duly elected school
district boards. There { - shall - } { + may + } be
established at each school a 21st Century Schools Council. The
duties of a 21st Century Schools Council shall include but not be
limited to:
(a) The development of plans to improve the professional growth
of the school's staff;
(b) The improvement of the school's instructional program;
(c) The development and coordination of plans for the
implementation of programs under this chapter at the school; and
(d) The administration of grants-in-aid for the professional
development of teachers and classified district employees.
(2) A 21st Century Schools Council shall be composed of
teachers, parents, classified employees and principals or the
principal's designee, as follows:
(a) Not more than half of the members shall be teachers;
(b) Not more than half of the members shall be parents of
students attending that school;
(c) At least one member shall be a classified employee; and
(d) One member shall be the principal of the building or the
principal's designee.
(3) In addition, other members may be as the school district
shall designate, including but not limited to local school
committee members, business leaders, students and members of the
community at large.
(4) Members of a 21st Century Schools Council shall be selected
as follows:
(a) Teachers shall be licensed teachers elected by licensed
teachers at the school site;
(b) Classified employees shall be elected by classified
employees at the school site;
(c) Parents shall be selected by parents of students attending
the school; and
(d) Other representatives shall be selected by the council.
(5) If a school district board determines that a school site is
unable to fulfill the requirements of this section or if the
needs of a school site require a different composition, the
school district board shall establish the 21st Century Schools
Council in a manner that best meets the educational needs of the
district.
(6) All 21st Century Schools Council meetings shall be subject
to the open meetings law pursuant to ORS 192.610 to 192.690.
(7) A school district may establish a district site committee
to assist in the administration of grants or in the district-wide
coordination of programs.
SECTION 12. ORS 329.725 is amended to read:
329.725. (1) To be eligible for funding, a district proposal
shall define and provide a process by which eligible teachers are
selected by a 21st Century Schools Council { + or other
appropriate school group + } to receive additional professional
growth and career opportunities which may include, but are not
limited to, service as a mentor teacher, supervision and
instruction of student teachers, either in the classroom or as an
adjunct faculty member at a school of education, curriculum
development, service on a 21st Century Schools Council,
reimbursement for academic course work, opportunities for
research in a teacher's field or fields, programs to encourage
peer observation and assistance programs, additional sabbaticals
and other programs designed to encourage professional growth.
(2) All teachers in good standing shall be eligible for
advanced professional growth and career opportunities, according
to criteria established by 21st Century Schools Councils { + or
other appropriate school groups + }. Those criteria shall include
demonstration of the following:
(a) Mastery of teaching skills and subject matter knowledge;
(b) A commitment to personal and professional growth as a
teacher;
(c) Active collaboration on professional matters with other
faculty; and
(d) Active involvement in school and community affairs.
(3) In applying for such opportunities, teachers shall describe
how such opportunities will further the goals of the schools in
which the teachers are employed.
(4) Administrators may be eligible for additional professional
growth and career opportunities, provided that their proposals
are directly linked to enhancing their role as instructional
leaders within their schools.
(5) Grants for professional growth and career opportunities may
be given for a period of time not to exceed one year.
(6) A teacher approved for a professional growth and career
opportunity shall be given the choice of receiving additional
release time or additional compensation in exchange for assuming
additional responsibilities. However, release time shall not be
used if to do so increases the work load of other teachers
regularly employed by the school district.
SECTION 13. ORS 329.855 is amended to read:
329.855. (1) The Department of Education, the Office of
Community College Services and the State System of Higher
Education in consultation with the Oregon Workforce Quality
Council shall develop comprehensive education and training
programs in accordance with ORS 329.475 for two-year to six-year
academic professional technical indorsements, associate degrees
and baccalaureate degrees.
(2) There may be established a process for industrial
certification and a sequence of advanced certification that could
be obtained throughout a person's career.
(3) Work groups, including teachers, community members and
representatives of business and labor, may be appointed to offer
specialized information concerning knowledge and skill
requirements for occupations.
(4) No fewer than six broad career categories shall be
identified, with additional categories added in future years. The
education and training curriculum and achievement standards for
each occupation and trade selected for students to achieve
indorsements, associate degrees or baccalaureate degrees in the
occupational categories selected shall be developed and available
for school districts, community colleges and other training
sites.
(5) In addition to academic content, the curriculum developed
for indorsements, associate degrees and baccalaureate degrees
shall ensure that every student has the option of a high quality
career related course of study that provides the student with
experience in and understanding of future career choices. Career
related studies shall include a structured series of real or
simulated activities that in combination with rigorous academic
studies shall simultaneously prepare students for further
education, lifelong learning and employment. These activities
shall include but not be limited to:
(a) Job shadowing;
(b) Workplace mentoring;
(c) Workplace simulations;
(d) School based enterprises;
(e) Structured work experiences;
(f) Cooperative work and study programs;
(g) On-the-job training;
(h) Apprenticeship programs; or
(i) Other school-to-work opportunities.
(6) In considering where a student can most effectively and
economically obtain the knowledge and skills required for the
indorsement or post-secondary study, the Oregon Workforce Quality
Council may recommend integrating 2 + 2 Programs, the Job
Training Partnership Act program, apprenticeship programs and any
other state or federal job training program.
(7) Until full { - statewide - } implementation, school
districts are encouraged to use Certificate of Advanced Mastery
programs that are currently being developed, but modified, if
necessary, to best fit their students' and community's needs.
SECTION 14. ORS 329.900 is amended to read:
329.900. (1) To support implementation of the Oregon
Educational Act for the 21st Century and pursuant to rules
adopted by the State Board of Education, the Department of
Education, in cooperation with the Office of Community College
Services, shall develop programs that:
(a) Support effective implementation of the Oregon Educational
Act for the 21st Century by providing pilot sites in secondary
schools for education reform. The goal of the programs is to
develop strategies within either a single or multiple school
district setting by:
(A) Revising high school curricula to eliminate general studies
programs after the sophomore year and replace the programs with
college preparatory and professional technical education training
programs.
(B) Restructuring curricula to integrate professional technical
education and academic courses.
(C) Establishing the Certificate of Initial Mastery program to
provide every student { + within a school district that has
implemented the program + } with an opportunity to attain mastery
level at a high performance standard by approximately age 16 or
grade 10.
(D) Developing professional technical education curricula, in
consultation with business, labor and apprenticeship
organizations and education, that offer training programs in
professional technical occupations.
(E) Enrolling professional technical education students in
significant structured work experiences designed to assist
students in achieving job-specific competence and workplace
readiness.
(F) Providing curricula that include significant academic
achievements.
(b) Develop an assessment system for the Certificate of Initial
Mastery and provide training for school staff in implementation.
(c) Implement applied academic courses relevant to the six
career indorsement areas of study.
(d) Provide for the expansion and further development of
coordinated and connected professional technical instructional
programs between high schools, community colleges, and
apprenticeship and other training programs.
(e) Provide student leadership training and experience to
students enrolled in professional technical education programs as
an integral part of the program.
(2)(a) In cooperation with the Department of Education, the
State Job Training Partnership Administration shall, by rule,
provide for services that implement the Oregon Educational Act
for the 21st Century. Grants made under this subsection shall be
used to fulfill the requirement for matching federal funds
allocated for education coordination under the Job Training
Partnership Act.
(b) State funds may be used to match the Job Training
Partnership Act education coordination federal allocation to
insure that sufficient funds are available to local programs to
effectively address the Oregon Workforce Quality Council's goals
and benchmarks for workforce development and education reform.
This pooling of funds shall leverage other local education
program funds especially work based learning programs described
in ORS 344.745 to 344.753 and 344.757 and provide increased
services.
(3) Each regional workforce quality committee created under
section 7, chapter 667, Oregon Laws 1991, shall develop a plan
for the implementation of the Oregon Educational Act for the 21st
Century and the expenditure of grant moneys that may be received
under subsection (2) of this section that includes:
(a) Linkages between relevant education and training providers;
(b) The development of a local plan of education coordination
that links the Job Training Partnership Act with other education
reform efforts prior to the distribution of funds;
(c) Locally determined services and delivery;
(d) Locally determined and measurable achievements addressing
the particular needs of low income and minority students;
(e) Pooled resources using Job Training Partnership Act funds
and cash match;
(f) Consolidation of administration of the program under the
Department of Education; and
(g) Equitable distribution of available funds.
(4) Pursuant to rules adopted by the State Board of Education
and the State Board of Higher Education, the Office of Community
College Services and the State System of Higher Education shall
develop programs that bring together faculty, including but not
limited to counselors, from high schools, community colleges and
institutions of higher education with the participation and
commitment of business to develop and promote the vision of the
21st Century workforce, to promote and provide state and regional
professional development, and to provide the leadership required
to implement the professional technical education components of
the Educational Act for the 21st Century.
(5) The Office of Community College Services and the State
System of Higher Education shall insure that programs under this
section are coordinated with programs provided by the Department
of Education and with any other local or state resources to avoid
duplication.
(6) Pursuant to rules adopted by the Vocational Rehabilitation
Division of the Department of Human Resources, in cooperation
with the Commission for the Blind and the Bureau of Labor and
Industries, the Vocational Rehabilitation Division shall develop
models for school-to-work transition programs for students with
vocationally significant disabilities. The program is to support
a wide array of rehabilitation services; to include the
development of work skills, job development and job coaching,
independent living skills and crisis intervention; to coordinate
individualized education plans, transition plans and
rehabilitation plans; and to develop apprenticeship placements.
The division shall leverage the maximum amount possible in
federal funds.
(7) Pursuant to rules adopted by the State Board of Education,
the Department of Education, in cooperation with the Business
Education Compact of Washington County, the Linn-Benton Business
Education Compact and the Coos County Business Education Compact,
shall develop a plan and establish pilot projects to extend the
Industry Initiatives for Science and Mathematics Education
program statewide.
SECTION 15. ORS 329.237 is amended to read:
329.237. (1) The Department of Education shall administer the
Early Childhood Improvement Program to assist public school
districts in providing programs designed to improve educational
services for children enrolled in kindergarten through grade
three. Programs shall be based on research and proven successful
practices.
(2) The programs shall include the following planned
components:
(a) Targeted services for 'at-risk' children that may be in
cooperation with local commissions on children and families to
provide services to families, which may include but are not
limited to remedial and alternative academic programs, child
care, parent participation and child development services.
(b) Efforts to improve the kindergarten through third grade
curriculum and educational practices so that they:
(A) Are consistent with research findings on how children
learn;
(B) Are sensitive to individual differences such as cultural
background and learning styles; and
(C) Encourage parent participation. Such efforts may include
but are not limited to adapting curricula and training
administrators and other staff in early childhood education and
child development.
(c) Comprehensive education, health care and social services
for children to be provided through interagency agreements among
school districts, health care and social service providers.
(d) Evaluation of programs by goals set by the district for the
program.
(e) Planned transition from prekindergarten programs to
kindergarten through grade three.
(3) In addition to the components listed in subsection (4) of
this section, Early Childhood Improvement Programs may include
but are not limited to the following components:
(a) Extended day services for school age children who need care
or enrichment opportunities; and
(b) Programs designed to improve the adult to child ratios in
kindergarten through grade three.
(4) The district application shall include:
(a) Plans developed by 21st Century Schools Councils at the
school building level { + , if applicable, + } as described in
ORS 329.704; and
(b) Demonstrated consistency with the local assessments and
plans resulting from ORS 417.705 to 417.790 and 419A.170.
(5) Funds shall be available to districts with approved
applications on a per child basis for the district's children
enrolled in kindergarten through grade three. Funds not allocated
shall be prorated to the districts with approved applications not
later than the end of the fiscal year for which the allocation is
made.
(6) If the district plan proposes use of innovative
instructional materials, the State Board of Education, pursuant
to ORS 337.050, may waive the use of such instructional materials
as might otherwise have been required.
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