Ready Schools, Safe Learners Guidance for School Year 2020-21 (Version 7.5.2, May 28, 2021)
Summary
This is the Ready Schools, Safe Learners guidance for school year 2020-21, Version 7.5.2, dated May 28, 2021, from the Oregon Department of Education (ODE) in coordination with the Oregon Health Authority (OHA). The release notes list changes such as updated definitions of outside space and face coverings and clarified physical distancing for indoor activities. The guidance cites CDC guidance of March 19, 2021, on SARS-CoV-2 variants. It says it became effective on July 1, 2020, and was updated in accordance with Governor Brown's Executive Order 21-06, with checkboxes marking requirements and arrows marking recommendations.
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“Ready Schools, Safe Learners Guidance for School Year 2020-21 (Version 7.5.2, May 28, 2021).”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-24a97b4b95/
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READY SCHOOLS,
SAFE LEARNERS
GUIDANCE FOR SCHOOL YEAR 2020-21
VERSION 7.5.2
May 28, 2021
Release Notes
Summary of changes to recent versions of Ready Schools, Safe Learners
Version 7.5.2 includes the newest changes in green italics. The release notes are updated to show
the changes in this iteration. The use of italics and a different color is for meeting accessibility
requirements and does not signal any specific emphasis or importance.
Section Summary of Change or Addition
Overview Additional clarity on authority, applicability and enforcement of guidance.
0 Clarified recommendations for changes in learning model based on changes in metrics.
1c, 2j Updated definition of outside space to align with OHA’s definition.
1h, 2g, 2h Updated to align with OHA’s updated guidance on face coverings.
2a Clarified that section does not apply to summer programs.
5f Clarified physical distancing for indoor activities. Physical Education and Libraries
guidance updated.
New COVID-19 variants and prevention in schools
In the new guidance released by the CDC on March 19, 2021, they named that multiple SARS-CoV-2
variants are circulating globally. These include several variants that have been detected in the United
States. Some of these variants seem to spread more easily and quickly than other variants, which
could lead to more cases of COVID-19. Rigorous implementation of prevention strategies is essential
to control the spread of variants of SARS-CoV-2.
OHA, like the CDC, works in collaboration with other public health agencies to monitor the situation
closely assessing emerging variants quickly to understand their potential impacts and how to
minimize their spread. As more information becomes available, prevention strategies and school
guidance may need to be adjusted to new evidence on risk of transmission and effectiveness of
prevention in variants that are circulating in the community.
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7.5.2 1
Table of Contents
READY SCHOOLS, SAFE LEARNERS
Overview • Operational Blueprint for Reentry
0a. Returning to In-Person
Instruction
0. Returning to In- 0b. Metrics for Returning to In-
Person Instruction Person Instruction Through
the On-site or Hybrid Model
1a. Communicable Disease
Management Plan for
1f. Entry and Screening
COVID-19
1g. Visitors/Volunteers
1b. High-Risk Populations
1. Public Health 1h. Face Coverings, Face Shields,
1c. Physical Distancing
Protocols and Clear Plastic Barriers
1d. Cohorting
1i. Isolation and Quarantine
1e. Public Health
Communication and
Training
2a. Enrollment 2j. Cleaning, Disinfection, and
2b. Attendance Ventilation
2c. Technology 2k. Health Services
2d. School Specific 2l. Boarding Schools and
Functions/Facility Features Residential Programs Only
2. Facilities and School 2e. Arrival and Dismissal 2m. School Emergency
Operations 2f. Classrooms/Repurposed Procedures and Drills
Learning Spaces 2n. Supporting Students who are
2g. Playgrounds, Fields, Recess, Dysregulated, Escalated,
Breaks, and Restrooms and/or Exhibiting Self-
2h. Meal Service/Nutrition Regulatory Challenges
2i. Transportation 2o. Protective Physical
Intervention
3a. Prevention and Planning
3. Response to
3b. Response
Outbreak
3c. Recovery and Reentry
4a. Principles in Action
4. Equity
4b. Decision Making that Centers Equity
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7.5.2 2
5a. Instructional Time
5b. Instructional Models
5c. Learning Day, Instructional Schedule, and Academic Calendar
5d. Instructional Considerations
5. Instruction
5e. Safeguarding Student Opportunity Clause
5f. Instructional and Extra-Curricular Activities Requiring Additional
Considerations
5g. Graduation 2020-21 and Post-Secondary Planning
6a. Partnership in Planning
6. Family, Community,
6b. Communication
Engagement
6c. Before and After School Programs
7. Mental, Social, and 7a. Planning
Emotional Health 7b. Resources and Strategies
8a. Supports
8. Staffing and
8b. Public Health Training
Personnel
8c. Professional Learning
Glossary
Appendix
Overview
Authority and Effective Dates
The Oregon Department of Education (ODE), in coordination with the Oregon Health Authority (OHA), is
updating the Ready Schools, Safe Learners guidance for the 2020-21 School Year in accordance with
Governor Brown’s Executive Order 21-06 and Governor Brown’s March 5, 2021 decision to “return to the
learning environment we know serves [students] best: in-person instruction.” The Ready Schools, Safe
Learners guidance became effective on July 1, 2020 and will remain in effect until it is rescinded. This
guidance updates and replaces prior guidance.
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7.5.2 3
Authority:
Executive Order 21-06 on March 12, 2021
Applicability: Except where it requires compliance and is labeled as “Required” and often indicated with
a checkbox (□), the Ready Schools, Safe Learners guidance is advisory and intended to provide school
districts with information and best practices in delivering education services during the COVID-19
pandemic.
Enforcement: This guidance contains both requirements and recommendations. To the extent this
guidance requires compliance with certain provisions, it is enforceable as specified in Executive Order 21-
06, paragraphs 2, 4a, and 4b.
This guidance is developed jointly by ODE and OHA and is informed by U.S. Department of Education
and CDC guidance along with information from many other sources. Guidance in Ready Schools, Safe
Learners and any connected documents is what schools must follow where or if there are contradictions
with other sources, including the CDC.
Decisions about when or how schools need to respond to an outbreak of COVID-19 involve collaboration
across multiple jurisdictions and in alignment with the guidance in the Planning for COVID-19 Scenarios
in Schools Toolkit. If part or an entire school needs to close to in-person instruction and transition from
On-Site or Hybrid Instructional models to Comprehensive Distance Learning models as a matter of public
health, or return from Comprehensive Distance Learning Models to Hybrid or On-Site models, it is also
important that educators, students, families, and the general public have a clear understanding of how
decisions are made and who makes those decisions.
When determining if part or an entire school needs to close, schools should work in a collaborative
manner with Local Public Health Authorities (LPHAs). LPHAs are vital partners to advise and consult on
health and safety in schools with school officials but in general decisions of public health at the local
level reside with school and district officials. There can be exceptions within local law and any additional
authorities should be clarified at the local level.
Additionally, the authority of an educational governing body or school employee to close a school
facility and shift to distance learning may vary depending on what governance structure is in place and
the type of school. This guidance covers the most common governance structures:
School districts: School district boards have the authority to close district facilities and transition to
distance learning. Boards have generally delegated to the Superintendent of the school district the
ability to make this decision.
Education service districts: Education service district boards have the authority to close education
service district facilities and transition to distance learning. Boards have generally delegated to the
Superintendent of the education service district the ability to make this decision. If a facility is utilized by
students from component school districts the ESD should also collaborate with those component school
districts about how to continue to serve students.
Public charter schools: Public charter school boards have the authority to close a charter school facility
and transition to distance learning. Boards have generally delegated to the Director of the charter
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7.5.2 4
school the ability to make this decision. However, such a decision should also be made consistently with
the charter of the school which may require additional steps such as notice to the school’s sponsor.
Additionally, a sponsor of a public charter school may terminate the charter agreement of a school and
close the school if the school is endangering the health and safety of students.
Oregon School for the Deaf: The Director of the Oregon Department of Education has the authority to
close the Oregon School for the Deaf and transition students to distance learning.
Private schools: The authority to close a private school and transition to distance learning varies
depending on the governance structure of the school.
If a Local Public Health Authority has concerns about public health in a given school within the operation
of this guidance or in response to an outbreak and the school or district disagree, these concerns may be
elevated to the State Public Health Director or the Director of the Oregon Department of Education.
The State Public Health Director at the Oregon Health Authority has broad authority to close a facility
that presents a public health risk.
The Director of ODE also has authority to close a school facility within existing state laws and within the
scope of Executive Order 20-29. ODE also has the authority to address any complaints raised regarding
practices that do not confirm with the requirements in this guidance and take other actions. These
actions include referring complaints to the Oregon Occupational Safety and Health Agency (OSHA) and
the potential to withhold State School Fund (SSF) payments if needed and as a means of last resort.
ODE and OHA have updated common statewide protocols for a variety of scenarios, in collaboration
with LPHAs, schools, and districts, to improve coordination and shared understanding of how to respond
to cases and outbreaks of COVID-19.
Oregon OSHA also enforces workplace safety rules and statutes. Oregon OSHA will address employee
and other inquiries and complaints, and provide advice to employers related to any potential violation
of existing Oregon OSHA rules or directives issued by Gov. Kate Brown if they involve potential
workplace exposure. If you believe a school is not in compliance with the RSSL guidance you can file a
named or confidential complaint with Oregon OSHA at 1-833-604-0884 or online.
Except where it requires compliance and is labeled as “Required” and often indicated with a checkbox
(□), the Ready Schools, Safe Learners guidance is advisory and intended to provide school districts with
information and best practices in delivering education services during the COVID-19 pandemic. Where
the Ready Schools, Safe Learners guidance does not require a specific action by districts, districts may
choose whether to consider or implement advisory information or recommendations labeled
“Recommended” and often indicated with an arrow (⇨).
Nothing in the Ready Schools, Safe Learners guidance is intended to provide legal advice. ODE
encourages districts to consult with their own legal counsel and to consider other state and federal
guidance and laws when implementing any recommendations of the Ready Schools, Safe Learners
guidance.
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7.5.2 5
Inclusive Guidance
This guidance applies to public school settings that include schools within a school district, education
service district, or public charter, as defined by ORS 330.003(3), ORS 330.005(2), ORS 334.003(2), and
ORS 338.005(2). Public schools also include Juvenile Detention Education Programs (JDEP) and Youth
Correction Education Programs (YCEP), as defined by ORS 326.695; the Oregon School for the Deaf, as
defined by ORS 346.010; and Long Term Care and Treatment Programs (LTCT), as defined by ORS
343.961. This guidance also applies to private schools which include private or parochial schools
providing courses of study usually taught in kindergarten through grade 12 in the public schools and in
attendance for a period equivalent to that required of children attending public schools, as defined in
ORS 339.030(1)(a).
This guidance also applies to private schools which include private or parochial schools that have
applied, will apply, or have previously been approved to provide special education services to children
experiencing disabilities referred by a public agency for any length of time, as defined by OAR 581-015-
260.
For ease of readability in this guidance, the term “district” refers to a school district, education service
district, public charter school sponsoring district, virtual public charter school sponsoring district,
alternative education programs, private schools, and the Oregon School for the Deaf. The term “school”
refers to all public schools, including public charter schools, public virtual charter schools, alternative
education programs, the Oregon School for the Deaf, Juvenile Detention Education Programs (JDEP),
Youth Correction Education Programs (YCEP) and Long Term Care and Treatment Programs (LTCT),
Pediatric Nursing Facilities, and Community Transition Programs for 18-21 year old students. Where
these programs are co-located with, or otherwise share the same space as, a K-12 school setting,
program staff can choose to utilize the Operational Blueprint developed by that school or to create their
own. School leaders must ensure that every Oregon student’s health and safety is prioritized through an
Operational Blueprint that identifies how requirements in this guidance will be met for their educational
setting.
District sponsored programs include private schools providing special education services at the referral
and placement by a public school or the district.
It is the responsibility of the district to ensure that all district sponsored programs utilize an Operational
Blueprint, including those situated in settings other than K-12 schools.
Note: Private schools approved to provide services to children experiencing disabilities on behalf of
public agencies must comply with all sections and supplements to this guidance and all otherwise
applicable state and federal law. Private schools not fitting this description must comply with sections 0-
3 of this guidance.
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7.5.2 6
Maintaining Health and Safety
The Ready Schools, Safe Learners guidance focuses on health and safety requirements with provisions
for flexibility that honor and recognize the uniqueness of communities across Oregon, to support
schools in designing plans to meet community-specific needs and strengths. As schools plan, it is
important to remember:
● “You don’t make the timeline. The virus makes the timeline.” – Dr. Anthony Fauci.
● Our state will be living with the virus until there is widespread immunity, which is many months
off.
● The best tools to protect individuals who are not able to be vaccinated are physical distancing,
face coverings, and hygiene.
● Every health restriction lifted increases opportunity for transmission and will increase cases.
As districts plan and implement the requirements included in this guidance, personnel should attempt
to implement the requirements as written and will necessarily need to consider a continuum of levels of
risk when some requirements cannot be fully accommodated. For example, maintaining physical
distance between people is one of the most preventive measures. However, there will be times when
this is not possible based on a specific interaction or a physical space limitation. When it is necessary to
adjust implementation of this guidance, take other steps to mitigate the challenge. Steps could include
ensuring it is for a very short duration, ensuring handwashing before and after, avoiding touching your
face, wearing additional PPE, teaching safe etiquette for coughing and sneezing, and/or using a facial
covering.
Commitment to Equity
The Oregon Department of Education is committed to promoting educational systems that support
every child’s identity, health and wellbeing, beauty, and strengths. Students, families, and communities
feel the impact of school closures and loss of access to normally relied-upon resources. As such, equity
must not be a standalone consideration and should inform every decision. Much of this document is
technical in nature; however, every decision has the potential to disproportionately impact those whom
existing systems most marginalize and historically underserved communities by exacerbating existing
conditions of inequity. Although equity considerations, key principles, and recommended actions are
addressed in Equity Considerations (see section 4), an equity-informed, anti-racist, and anti-oppressive
lens weaves throughout the guidance and through all the sections.
Guiding Principles
ODE remains committed to the guiding principles introduced in spring 2020 to generate collective action
and leadership for efforts to respond to COVID-19 across Oregon. These principles are updated to reflect
the current context:
● Ensure safety and wellness. The decision to return to school settings must be driven by health and
safety considerations. In planning, prioritize basic needs such as food, shelter, and wellness and
support the mental, social, and emotional health of students and staff.
● Cultivate connection and relationship. Quality learning experiences require deep interpersonal
relationships and a learning environment where people feel safe, seen, and valued. Especially in the
midst of returning to school settings from an extended school closure, supporting students and
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7.5.2 7
families should begin with connection and relationship.
● Center equity. Recognize the disproportionate impact of COVID-19 on Black, American
Indian/Alaska Native, and Latino/a/x, Pacific Islander communities; students experiencing
disabilities; and students and families navigating poverty. Apply an equity-informed, anti-racist, and
anti-oppressive lens to promote culturally sustaining and revitalizing educational systems that
support every child.
● Innovate. The complex circumstances in which learning is currently situated requires ongoing
reflection and iteration to assure deep learning for every student.
Complete Set of Guidance and Support
ODE’s guidance for Ready Schools, Safe Learners includes the guidance
and tools provided in documents titled Comprehensive Distance
Learning, Ensuring Equity and Access: Aligning Federal and State
Requirements, and Planning for COVID-19 Scenarios in Schools. The
documents - and the contents, tools, and links within them - work and
refer to each other and are intended to be considered as whole.
Operational Blueprint for Reentry
Figure 1: Operational Blueprint for Reentry
PDF version of Figure 1
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7.5.2 8
Introduction to the Operational Blueprint for Reentry
Every school in Oregon is unique in its physical structure, its culture, and in the varied communities it
serves.1 A single statewide plan will not serve all districts or schools; however, every school must
demonstrate to their community that it can operate in a manner that will assure that protocols are in
place to keep students, staff, and families safe. For the 2020-21 school year, each school will develop an
Operational Blueprint for Reentry that is tailored to the local context and informed by the local context.
Critical Steps for Completing the Operational Blueprint for Reentry:
By August 17, 2020 or prior to the beginning of the 2020-21 school year, whichever is earlier, every
school must complete an Operational Blueprint for Reentry. The requirement to complete a blueprint
applies to all schools, regardless of whether they will be starting the 2020-21 school year using a
Comprehensive Distance Learning, in-person, or hybrid model. The blueprint has been updated for ease
of completion. Blueprints are shared with your Local Public Health Authorities when any part of a
school’s plan involves in-person instruction. The Operational Blueprint template is updated with this
release to be more fully accessible. It is required that a revised Operational Blueprint be completed and
updated when there is a change of Instructional Model.
Preparation
1. Read this Ready Schools, Safe Learners guidance in its entirety.
2. Consult your Local Public Health Authority and review section 0 of this guidance. Schools with
attendance boundaries within more than one county may need to consult multiple local public
health authorities.
3. Assemble appropriate personnel within the school/district, including teachers and any
community partners to create a planning team. As soon as is practical and no later than
February 1, 2021, it is required that this planning team also include one employee member
selected by each local bargaining unit representing employees2 at the school.3
Plan Development
4. Work with the planning team to complete, or update, the Operational Blueprint template for
your school. This must include a plan for all settings in the school, such as preschool and EI/ECSE
classrooms or community transition programs which may be housed in other locations. Private
schools are required to complete sections 1-3.
5. Consult with key partners (see section 6, including Tribal Consultation) to complete the
Operational Blueprint for Reentry.
6. Submit the Operational Blueprint for Reentry to your local school board.
Public Health Review
7. Submit the Operational Blueprint for Reentry to your Local Public Health Authority.
1
ODE recognizes the importance of local context and the need for a differentiated approach. Oregon’s smallest districts,
those at or below 50 ADMw, will be allowed to put forward plans in consortia or get technical assistance through ESDs in
blueprint writing or submission.
2
Employees is broadly defined and includes custodial, nutrition, facilities, and other workers.
3
School nurses are also an effective and important resource. Schools or districts without school nurses are encouraged to
contact the Oregon School Nurses Association for support.
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7.5.2 9
a. Public school districts, ESDs, and public charter schools should compile all the school
blueprints at the district level. The district should then submit the blueprints to the
appropriate LPHA for each school site. School district and ESD boundaries sometimes
overlap LPHA (typically county) boundaries. School districts and ESDs may be submitting
plans to more than one LPHA based on the location of each school in their district.
b. State Sponsored public charter schools should submit directly to the LPHA.
c. Private schools that are part of a system of schools (E.g. Catholic schools) should
compile all the school blueprints at the system level. The system operator should then
submit the blueprints to the appropriate LPHA for each school site. Private school
system boundaries sometimes overlap LPHA (typically county) boundaries. Private
school systems may be submitting plans to more than one LPHA based on the location
of each school in their district.
d. Private schools that operate as a single school entity should submit directly to the LPHA.
8. Your Local Public Health Authority will attest to receiving the blueprint, naming that the LPHA
will be reviewing sections 1-3, and that the LPHA stands ready to work together with the school
to mitigate impacts from COVID-19.
Final Plan Submission
9. Post the Operational Blueprint for Reentry on your school and district websites. If there is no
school or district website, it can be posted to the ESD website.
10. Submit links to the final plan(s) for each school to the Oregon Department of Education.
As schools will be partnering with LPHAs on an ongoing basis, once they receive an initial letter from the
LPHA confirming receipt and have ensured posting of the Operational Blueprint to their website and
submission to their local board and ODE, they can operate within the plan they’ve set forth. Partnership
with LPHAs is a critical component of operating in On-Site or Hybrid Instructional Models. Always strive
to work with your LPHA when considering a return to in-person instruction. Given that LPHA capacity in
some areas may not allow for immediate attestation of receipt of blueprint (step 8 above); when a
school changes Instructional Model they should submit their revised blueprint to the LPHA and ODE and
attest to meeting the health and safety protocols. Schools do not need to wait to receive a response
from the LPHA to begin operations in the new Instructional Model, but must respond to LPHA input
when it is received.
Charter Schools. Public charter schools must make their Operational Blueprint for Reentry available to
the community on the school’s website and the sponsoring district’s website, the plan must be
submitted to the LPHA, the school’s board, the sponsoring district, and ODE.
Private Schools. Private schools must make their Operational Blueprint for Reentry available to the
community on the school’s website, submit a copy to the LPHA, their governance structure (board,
owner/operator, director, or equivalent), and to ODE.
A thumbnail of the Operational Blueprint for Reentry template is shown to
the left. The most current template is available on the ODE website.
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7.5.2 10
0. Returning to In-Person Instruction
0a. Returning to In-Person Instruction
Returning to in-person instruction is one of Oregon’s highest priorities. This priority goes hand-in-hand
with supporting the health and safety of our students, staff and the families they return to each day.
Schools not only provide the education that Oregon’s children need to succeed, but schools also provide
for social-emotional growth and support, nutritious meals, and access to medical care.
We have been living with COVID-19 for approximately one year in Oregon and it will be with us for a
long time to come. Vaccinations have begun being administered in Oregon, including vaccinations for
the educator workforce. We have also learned a lot about how to reduce the spread of the illness in
structured and regulated environments like schools. Through a measured and thoughtful approach, we
can prioritize a quality education for Oregon’s children.
Oregon’s experience with the COVID-19 global pandemic is dynamic and we must continually adjust or
add to our tactics to address changes in our circumstances. This includes integrating new knowledge
about how the disease spreads; information regarding the effectiveness of safety protocols; impact of
new virus variants on transmissibility and disease severity in people of various ages and risk levels; as
well as the impact of community vaccination rates.
Governor Brown’s Executive Order 21-06 and March 5, 2021 decision to “…return to the learning
environment we know serves [students] best: in-person instruction” alters the metrics chart in section
0b and provides direct guidance for the operation of public schools.
Required
❏ Not later than the week of March 29, 2021 all public elementary schools must operate in either an
On-Site or Hybrid Instructional Model when they meet the specified county health metrics in the
chart on page 15 (green and yellow rows in the chart in Section 0b).
A general allowance will be provided if the school has communicated a plan to families and
staff with a start date on or before the week of April 5, 2021 and is using the week of March
29, 2021 to train staff for a return to in-person instruction.
A general allowance will be provided if the school has a published calendar that shows they
are not in session the week of March 29, 2021 and has communicated a plan to families and
staff with a start date on or before the week of April 12, 2021 and is using the week of April
5, 2021 to train staff for a return to in-person instruction.
A general allowance will be provided if the school is closed to in-person instruction due to a
decision made in partnership with a local public health authority or the Oregon Health
Authority to move to Comprehensive Distance Learning to address active transmission
within a school.
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7.5.2 11
Any school not meeting this requirement will be reviewed and may result in loss of eligibility
to receive state school funds or other enforcement as prescribed by Governor Brown’s
Executive Order 21-06.
❏ Not later than the week of April 19, 2021 all public middle and high schools must operate in either
an On-Site or Hybrid Instructional Model when they meet the specified county health metrics in the
chart on page 15 (green row in the chart in Section 0b).
A general allowance will be provided if the school has communicated a plan to families and
staff with a start date on or before the week of April 26, 2021 and is using the week of April
19, 2021 to train staff for a return to in-person instruction.
A general allowance will be provided if the school has a published calendar that shows they
are not in session the week of April 19, 2021 and has communicated a plan to families and
staff with a start date on or before the week of May 3, 2021 and is using the week of April
26, 2021 to train staff for a return to in-person instruction.
A general allowance will be provided if the school is closed to in-person instruction due to a
decision made in partnership with a local public health authority or the Oregon Health
Authority to move to Comprehensive Distance Learning to address active transmission
within a school.
Any school not meeting this requirement will be reviewed and may result in loss of eligibility
to receive state school funds or other enforcement as prescribed by Governor Brown’s
Executive Order 21-06.
The requirement to offer On-Site or Hybrid Instructional Models does not apply to virtual charter
schools as defined in ORS 338.005 or a public school that has a permanent instructional model that
is predominantly through online courses.
Public schools may transition a portion or all of the school to Comprehensive Distance Learning
when responding in partnership with a local public health authority or the Oregon Health Authority
to control active transmission of COVID-19 in the school setting.
If your public or private school is operating an On-Site or Hybrid Instructional Model, but is located
in a county that does not meet the advisory metrics; that is, an elementary school in a county that is
not in the On-Site or Hybrid (green) row or the Elementary On-Site or Hybrid (yellow) row or a
middle or high school in a county that is not in the On-Site or Hybrid (green) row (Section 0b); the
school must offer access to on-site testing for symptomatic students and staff identified on campus
as well as those with known exposures to individuals with COVID. This resource is available to all
schools in Oregon. See guidance from the Oregon Health Authority.
Schools required to offer access to this program will have two-weeks to be registered,
trained, and administering the program when, or if, metrics change in their county in a way
that makes this program a requirement.
The metrics found in the 0b Section of RSSL are what determines if a school is required to
offer the program.
The school testing program offers an additional risk-mitigation strategy that is relatively low-
burden and can help offset impacts of operating when community spread is higher even if
school transmission is low/absent and RSSL protocols are firmly in place. This requirement
applies anytime a school is operating in an Instructional Model that is not aligned with the
county metrics case data. This is true whether your school began operating in
August/September, or took a pause, or opened on January 4, or is just opening for the first
time.
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7.5.2 12
The testing program is for students in grades kindergarten and up and school staff. The
program does not include early learning programs.
Registering for the testing program includes a self-attestation that the program will be
offered. Please accept the responsibility to offer the program when you register.
❏ If your school is operating an On-Site or Hybrid Instructional Model, the school also must provide a
distance learning option for students and families that choose to remain off-site. For schools and
districts that are required to comply with all sections (0-8) and supplements to this guidance, the
remote option must comply with the requirements of the Comprehensive Distance Learning
Instructional Model. The school or district may determine the most beneficial way to staff this
option, through partnership with other schools or ESDs or with staff who may be at more risk from
COVID-19 or through other means.
❏ All public and private schools are required to keep their Operational Blueprint up-to-date on ODE’s
website and to submit weekly “Status Reports” that provide essential information regarding how
many students are served in person in the implementation of this metrics framework.
Recommended
⇨ When county trends cross the threshold of the next tier on the metrics chart, it is recommended to
pause expansion of additional in-person learning and maintain access to current in-person learning
for schools that have it in place.
⇨ Schools are not advised to reduce in-person instruction or revert to Comprehensive Distance Learning
based on county metrics if the school can demonstrate the ability to limit transmission in the school
environment.
⇨ Applying an Equity-Based Decision Tool - When schools are considering transitioning between
instructional models (i.e., On-Site, Hybrid, Comprehensive Distance Learning) through progression in
the advisory metric chart (above), they should employ an equity-based decision tool to illustrate and
address potential positive and negative impacts on students, families, and staff from all
communities. A decision tool can inform a school around issues of equity in implementation,
including: timing, costs (to schools and families), capacity, morale, professional learning needs and
more. Importantly, as communities in Oregon are disproportionately impacted by COVID-19, a
decision tool can ensure the school is making the best possible decision to serve each student. In
this time, it is critical that schools maintain a strong relationship with those they serve.
Whenever individuals come together there is additional risk of spreading COVID-19. Oregon’s Ready
Schools, Safe Learners guidance can help reduce, but not eliminate, this risk. Oregon has experienced
some COVID-19 cases in schools, but there is little evidence of transmission in school settings, mirroring
experiences in other states with on-site instruction occurring with health and safety protocols in place.
As more students and staff reenter schools we will continue to see cases. Schools should ensure strong
entry screening measures are in place and make use of the COVID-19 Exclusion Summary Guidance and
refer to the Planning for COVID-19 Scenarios in Schools Toolkit to address positive cases, symptomatic
individuals, and exposure.
It is critical that we all adhere to the key practices for reducing spread of COVID-19 in schools, to ensure
that our schools can open with safe protocols and stability:
● Maintain physical distancing
● Use face coverings
● Use personal protective equipment when indicated
● Increase hand hygiene
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7.5.2 13
● Serve students and staff in as small and as stable cohorts as possible
● Be prepared to isolate and quarantine at the first sign of illness or exposure
● Regularly clean and disinfect facilities in the environment
● Maximize airflow and ventilation
ODE and OHA are committed to re-examining these metrics as more information is learned about the
introduction of COVID-19 to schools and transmission in school settings. The science and data
supporting these metrics are continually monitored. These metrics and RSSL guidance will continue to
be updated, or affirmed, at least quarterly.
0b. Metrics for Returning to In-Person Instruction Through the On-Site or Hybrid
Model
In accordance with Governor Brown’s Executive Order 21-06, the following table is required mandatory
guidance for public schools, school districts, public charter schools, and education service districts. It is
advisory for private schools.
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7.5.2 14
Small Counties = Less than 15,000 Medium Counties = 15,000-29,999 Large Counties = 30,000 or more
Public School Instructional Model County Case County Case County Test
Requirements and Options Rate Count Positivity
Public schools must provide a CDL option for students and Per 100,000 people over Over 14 days for small and Over 14 days for medium
families that choose to remain off-site. 14 days in large counties medium counties and large counties
Public K-12 schools must offer an
<200.0 <60 <10.0%
On-Site or Hybrid option
Public Elementary schools must
200.0 to ≤350.0 60 to ≤90 ≤10.0%
offer an On-Site or Hybrid option
*Public middle and high schools are not required to
initially open to in-person instruction and may limit
to CDL only as needed to address any current
transmission within a school.
Public schools may limit to
>350.0 >90 >10.0%
Comprehensive Distance
Learning (CDL)
*K-12 public schools are not required to initially
open to in-person instruction and may limit to CDL
exclusively if needed to address any current
transmission within a school.
*Schools should not reduce in-person instruction or revert to CDL based on county metrics if the school can
demonstrate the ability to limit transmission in the school environment. When county trends increase to a new
tier on this chart (green-to-yellow or yellow-to-red), pausing expansion of additional in-person learning and
maintaining access to current in-person learning for schools that have it in place is recommended.
If schools have met the requirements and begun operating, and then metrics move to a more restrictive
threshold (yellow or red), schools are not required to shift from operating with 3 feet of physical distance to 6
feet of physical distance.
A Local Public Health Authority (LPHA), in partnership with the school and district leadership, may call for a shift
in physical distancing requirements, including in response to an outbreak or transmission4 within the school.
Note: If the applicable metrics place a county in different rows of this table, the more restrictive operating
status is indicated and advised. For example, if a large county has a case rate of 185 and test positivity of
15% - CDL is indicated and advised unless already operating in-person.
4
What constitutes transmission in a school is an LPHA decision. As a general guide to monitor limited
introduction or spread an LPHA can look for at least three cases with likely in school transmission over the
prior 4 weeks.
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7.5.2 15
1. Public Health Protocols
Every Oregonian shares in the responsibility to help maintain public health. For on-site staff, this
responsibility includes both maintaining their own health and the health of those they come in contact
with. They must follow the guidance for their own health and as an example to others for the protection
of all Oregonians. Self-discipline and awareness are needed to maintain these changes in our daily
routines and behaviors. All staff need encouragement, support and clear guidelines to meet what is
outlined in this document.
As a support tool, ODE has also developed this brief guide for reducing the spread of COVID-19.
1a. Communicable Disease Management Plan for COVID-19
FERPA allows schools to share personally identifiable information with local public health authorities
without consent when needed to respond to a health emergency. Schools should work with their Local
Public Health Authority (LPHA) to ensure they are able to effectively respond to and control outbreaks
through sharing of information, even without parental consent, when appropriate. Consult with district
legal counsel for more clarification. Your LPHA will attest to receiving the Operational Blueprint and
reviewing sections 1-3 and will work with you to mitigate ongoing COVID-19 impacts.
Infection Control
Schools must implement measures to limit the spread of COVID-19 within the school setting, such as
appropriate disinfectant/sanitizing procedures; screening, monitoring, and isolation/exclusion for illness
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7.5.2 16
among symptomatic staff and students; use of face coverings; and limiting interactions between
different groups of students (e.g., teachers moving between classrooms rather than students).
All districts and public charter schools must update their written Communicable Disease Management
Plan to specifically address the prevention of the spread of COVID-19. OAR 581-022-2220 requires
school districts to develop, update and maintain a Communicable Disease Management Plan. In
addition, all district policies related to communicable diseases and student health and wellbeing should
be reviewed and updated to assure alignment with new public health requirements.
Required
❏ Conduct a risk assessment as required by OSHA administrative rule OAR 437-001-0744(3)(g).
● OSHA has developed a risk assessment template.
❏ Implement measures to limit the spread of COVID-19 within the school setting, including when the
school setting is outside a building
❏ Update written Communicable Disease Management Plan to specifically address the prevention of
the spread of COVID-19. Examples are located in the Oregon School Nurses Association (OSNA)
COVID-19 Toolkit.
● Review OSHA requirements for infection control plan to ensure that all required elements
are covered by your communicable disease management plan, including making the plan
available to employees at their workplace. Requirements are listed in OSHA administrative
rule OAR 437-001-0744(3)(h).
● OSHA has developed a sample infection control plan.
❏ Designate a single point-person at each school to establish, implement, support and enforce all RSSL
health and safety protocols, including face coverings and physical distancing requirements,
consistent with this guidance and other guidance from OHA. This role should be known to all staff in
the building with consistent ways for licensed and classified staff to access and voice concerns or
needs.
❏ Create a simple process that allows for named and anonymous sharing of concerns that can be
reviewed on a daily and weekly basis by the designated RSSL building point-person. Example:
Anonymous survey form or suggestion box where at least weekly submissions and resolutions are
shared in some format.
❏ Include names of the LPHA staff, school nurses, and other medical experts who provided support
and resources to the district/school policies and plans. Review relevant local, state, and national
evidence to inform plan.
❏ Process and procedures established to train all staff in sections 1 - 3 of this guidance. Consider
conducting the training virtually, or, if in-person, ensure physical distancing is maintained to the
maximum extent possible.
❏ Protocol to notify the local public health authority (LPHA Directory by County) of any confirmed
COVID-19 cases among students or staff.
❏ Plans for systematic disinfection of classrooms, common areas, offices, table surfaces, bathrooms
and activity areas.
❏ Process to report to the LPHA any cluster of any illness among staff or students.
❏ Protocol to cooperate with the LPHA recommendations.
❏ Provide all logs and information to the LPHA in a timely manner.
❏ Protocol for screening students and staff for symptoms (see section 1f).
❏ Protocol to isolate any ill or exposed persons from physical contact with others.
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7.5.2 17
❏ Protocol for communicating potential COVID-19 cases to the school community and other
stakeholders (see section 1e).
❏ Create a system for maintaining daily logs for each student/cohort for the purposes of contact
tracing. This system needs to be made in consultation with a school/district nurse or an LPHA
official. Sample logs are available as a part of the Oregon School Nurses Association COVID-19
Toolkit.
● If a student(s) is part of a stable cohort (a group of students that are consistently in contact
with each other or in multiple cohort groups) that conform to the requirements of cohorting
(see section 1d), the daily log may be maintained for the cohort.
● If a student(s) is not part of a stable cohort, then an individual student log must be
maintained.
❏ Required components of individual daily student/cohort logs include:
● Child’s name
● Drop off/pick up time
● Parent/guardian name and emergency contact information
● All staff (including itinerant staff, district staff, substitutes, and guest teachers) names and
phone numbers who interact with a stable cohort or individual student
❏ Protocol to record/keep daily logs to be used for contact tracing for a minimum of four weeks to
assist the LPHA as needed.
● See supplemental guidance on LPHA/school partnering on contact tracing.
● Refer to OHA Policy on Sharing COVID-19 Information
❏ Process to ensure that all itinerant and all district staff (maintenance, administrative, delivery,
nutrition, and any other staff ) who move between buildings keep a log or calendar with a running
four-week history of their time in each school building and who they were in contact with at each
site.
❏ Process to ensure that the school reports to and consults with the LPHA regarding cleaning and
possible classroom or program closure if anyone who has entered school is diagnosed with COVID-
19.
❏ Designate a staff member and process to ensure that the school provides updated information
regarding current instructional models and student counts and reports these data in ODE’s COVID-
19 Weekly School Status system.
❏ Protocol to respond to potential outbreaks (see section 3).
Recommended
⇨ Model, teach, and reinforce physical distancing and hygiene practices at the classroom, school, and
district level until they become an expected and accepted way of being at school.
⇨ If a regular committee or group is meeting to support RSSL implementation, it is highly recommended
that one employee member be selected by each local bargaining unit representing employees at the
school to participate.
1b. High-Risk Populations
High-risk populations include people who have one or more of the following characteristics or
conditions. This list was recently revised by CDC (January 4, 2021), to reflect updated data. The CDC now
names people with disabilities and people with developmental disorders as a part of “Other People Who
Need Extra Precautions.”
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7.5.2 18
People at increased risk include:
● Older adults
● Pregnant people
People of any age with certain underlying medical conditions are at increased risk for severe illness from
COVID-19:
Age 65 years or older
● Cancer
● Chronic kidney disease
● COPD (chronic obstructive pulmonary disease)
● Down Syndrome
● Heart conditions, such as heart failure, coronary artery disease, or cardiomyopathies
● Immunocompromised state (weakened immune system) from solid organ transplant
● Obesity (body mass index [BMI] of 30 kg/m2 or higher) but < 40 kg/m2
● Severe obesity (BMI > 40 kg/m2)
● Sickle cell disease
● Smoking
● Type 2 diabetes mellitus
Required
❏ Serve students in high-risk population(s) whether learning is happening through On-Site (including
outside), Hybrid (partially On-Site and partially Comprehensive Distance Learning models), or
Comprehensive Distance Learning models.
Recommended
⇨ To the extent possible, students who are unable to participate in On-Site instructional models due to
their high-risk status should be provided the opportunity to attend/interact with their peers. This
would allow educators to support all students and synchronously integrate distance learning
experiences into their on-site class. One possible solution districts may consider adding is 360
degree video cameras or video cameras on tripods in classrooms to allow student interaction and
collaboration enabling the teacher’s primary focus to be instruction. The student who is not able to
attend school on-site, will be able to participate in class in a more robust manner listening, engaging
in projects with peers, and connecting socially with friends. Utilize outdoor spaces, common areas,
and other buildings in planning.
⇨ If a school is unable to provide blended classrooms for students, students unable to attend on-site
will need to be provided with comprehensive distance learning.
Medically Fragile, Complex and Nursing-Dependent Student Requirements
❏ All districts must account for students who have health conditions that require additional nursing
services. Oregon law (ORS 336.201) defines three levels of severity related to required nursing
services:
1. Medically Complex: Are students who may have an unstable health condition and who
may require daily professional nursing services.
2. Medically Fragile: Are students who may have a life-threatening health condition and
who may require immediate professional nursing services.
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7.5.2 19
3. Nursing-Dependent: Are students who have an unstable or life-threatening health
condition and who require daily, direct, and continuous professional nursing services.
❏ Review Supplemental Guidance on Community and Health Responsibilities Regarding FAPE in
Relation to IDEA During CDL and Hybrid.
❏ Staff and school administrators, in partnership with school nurses, or other school health providers,
should work with interdisciplinary teams to address individual student needs. The school registered
nurse (RN) is responsible for nursing care provided to individual students as outlined in ODE
guidance and state law:
● Communicate with parents and health care providers to determine return to school status
and current needs of the student.
● Coordinate and update other health services the student may be receiving in addition to
nursing services. This may include speech language pathology, occupational therapy,
physical therapy, as well as behavioral and mental health services.
● Modify Health Management Plans, Care Plans, IEPs, or 504 or other student-level medical
plans, as indicated, to address current health care considerations.
● The RN practicing in the school setting should be supported to remain up to date on current
guidelines and access professional support such as evidence-based resources from the
Oregon School Nurses Association.
● Service provision should consider health and safety as well as legal standards.
● Appropriate medical-grade personal protective equipment (PPE) should be made available
to nurses and other health providers.
● Work with an interdisciplinary team to meet requirements of ADA and FAPE.
● High-risk individuals may meet criteria for exclusion during a local health crisis.
● Refer to updated state and national guidance and resources such as:
o U.S. Department of Education Supplemental Fact Sheet: Addressing the Risk of
COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children
with Disabilities from March 21, 2020.
o ODE guidance updates for Special Education. Example from March 11, 2020.
o OAR 581-015-2000 Special Education, requires districts to provide ‘school health
services and school nurse services’ as part of the ‘related services’ in order ‘to assist
a child with a disability to benefit from special education.’
o OAR 333-019-0010 Public Health: Investigation and Control of Diseases: General
Powers and Responsibilities, outlines authority and responsibilities for school
exclusion.
1c. Physical Distancing
Students must never be
excluded from face-to-face Many students, like adults, love to embrace, give high-fives, fist bumps,
instruction, disciplined for and receive appropriate adult attention. When students falter in adhering
struggling to learn, and/or to the new operating procedures, center grace and patience and reteach
disciplined for struggling the expectation. Never implement consequences that deny access to
to adhere to new instruction as a result of these challenges. Schools and teams should
procedures for how school continually provide instruction and positive reinforcement to help all
operates. students adapt to the changes in school facilities while ensuring punitive
measures are not the methodology for compliance to healthy practices.
CDC guidance released on March 19, 2021 recommends maintaining 6
feet of distance between distinct cohorts where possible. Limit contact between distinct cohorts. In
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7.5.2 20
areas of higher county case rates (yellow and red on the metrics chart in Section 0), schools that use less
than 6 feet between students in classrooms, distinct cohorting is recommended, with at least 6 feet
maintained between distinct cohorts.
Required
❏ Elementary Level: Support physical distancing in all daily activities and instruction, maintaining at
least 3 feet between students to the maximum extent possible.
❏ Middle and High School Level when at a county case rate of <200 (green level on the metrics chart in
Section 0): Support physical distancing in all daily activities and instruction, maintaining at least 3
feet between students to the maximum extent possible.
● If schools have met the requirements and begun operating, and then metrics move to a
more restrictive threshold (yellow or red), schools are not required to shift from operating
with 3 feet of physical distance to 6 feet of physical distance. A Local Public Health Authority
(LPHA), in partnership with the school and district leadership, may call for a shift in physical
distancing requirements, including in response to an outbreak or transmission5 within the
school.
❏ Middle and High School Level when at a county case rate of ≥200 (yellow and red levels on the
metrics chart in Section 0): Support physical distancing in all daily activities and instruction,
maintaining at least 6 feet between students to the maximum extent possible.
❏ All Levels: Support physical distancing in all daily activities and instruction, maintaining 6 feet
between staff at all times and 6 feet between staff and students to the maximum extent possible.
❏ Consider physical distancing requirements when determining room capacity. Calculate only with
usable classroom space, understanding that desks and room set-up will require use of all space in
the calculation. Additional space for entry, exit, and movement within classroom should be
considered. This also applies for professional development and staff gatherings.
● Within this design, consider minimum space for educators to have their own space in the
learning environment and allow for the educator to move through the room efficiently and
carefully while maintaining 6 feet of physical distance between the educator and the
student to the maximum extent feasible.
Outside Learning Space Defined
“Outdoor” means any open-air space including any space which may have a temporary or fixed cover
(e.g. awning or roof) and at least fifty percent of the square footage of its sides open for airflow such
that open sides are not adjacent to each other.
❏ Minimize time standing in lines and take steps to ensure that required distance between students is
maintained, including marking spacing on floor, one-way traffic flow in constrained spaces, etc.
❏ Schedule modifications to limit the number of students in the building or outside learning space
(e.g., rotating groups by days or location, staggered schedules to avoid hallway crowding and
gathering).
5
What constitutes transmission in a school is an LPHA decision. As a general guide to monitor limited
introduction or spread an LPHA can look for at least three cases with likely in school transmission over the
prior 4 weeks.
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7.5.2 21
❏ Plan for students who will need additional support in learning how to maintain physical distancing
requirements. Provide instruction; don’t employ punitive discipline.
❏ Staff must maintain physical distancing during all staff meetings and conferences, or consider
remote web-based meetings.
Recommended
⇨ Maintain 6 feet of physical distancing in common areas like gyms, auditoriums, lobbies, libraries, etc.
⇨ Maintain 6 feet of physical distancing between cohorts of any level (K-12).
⇨ Consider utilizing outdoor spaces, common areas, and other buildings in planning. ODE has provided
supplemental guidance to support Learning Outside. This guidance document has also been revised
to support increasing learning opportunities outdoors.
⇨ In high schools, middle schools, or settings where students require individualized schedules or
elective classes, physical distancing between students remains essential, and ways to reduce mixing
among cohorts should be considered. Reinforce health and safety protocols. Daily activities and
curriculum should support physical distancing.
1d. Cohorting
Note: The previous requirement that “during the school day, students Stable Cohorts
cannot be part of any single cohort, or part of multiple cohorts that Cohorting is a significant
exceed a total of 100 people within the educational week” has been strategy to reduce COVID-19
removed. spread. Cohorting refers to
a consistent group of
A key strategy in reducing the spread of disease is establishing stable students that stays together
cohort groups in schools. Students can be part of more than one stable for a significant portion of
cohort during the school day, but with each new cohort there is the school day.
increased risk. Each cohort must have a system to ensure contact tracing
can be completed; daily individual student or cohort logs are required;
cohorts must be diverse groups of students that would typically be grouped in schools.
Cohorts help manage risks in the potential spread of COVID-19. In particular, the size of the cohort
matters for risk management. Student cohorting: (1) limits the number of exposed people when a
COVID-19 case is identified in the school, (2) quickly identifies exposed individuals when a COVID-19
case is identified, (3) minimizes school-wide disruptions in student learning.
An exposure is defined as an individual who has close contact (less than 6 feet) for longer than 15
cumulative minutes in a day with a person who has COVID-19 case. If a student or staff member is
diagnosed with COVID-19, then the LPHA should be consulted to review the situation. If a school cannot
confirm that 6 feet of distancing was consistently maintained during the school day, then each person
the confirmed case was in contact with will need to quarantine – this could include all members of a
stable cohort. The clear documentation of the cohort members will allow for the LPHA to rapidly initiate
contact tracing. Note that 6 feet continues to be the threshold of close contact for exposure
determination by public health, even for students for whom at least 3 feet of physical distance from
other students is recommended as a preventive measure.
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7.5.2 22
Student cohorting not only helps to quickly identify exposed people, it also minimizes disruptions to
learning, because only the cohort members would be affected by the exposure. Maintaining small,
stable cohorts can decrease the risk of closure to in-person instruction.
Students shall not be placed into full-time cohort groups based on any demographic or disability criteria
(e.g., students with complex medical needs, students with IEPs, students receiving language services,
etc.). Schools can create small groups within cohorts around skills and instructional needs. For example,
a small instructional math group can be organized that is diverse by demographics, any disability criteria,
speech/language services, or English language development.
Required
❏ Establish stable cohorts:
● The smaller the cohort, the less risk of spreading disease. As cohort groups increase in size,
the risk of spreading disease increases.
❏ Each school must have a system for daily logs to ensure contract tracing among the cohort(s) (see
section 1a).
❏ Minimize interaction between students in different stable cohorts (e.g., access to restrooms,
activities, common areas). Provide access to All Gender/Gender Neutral restrooms.
❏ Cleaning and sanitizing surfaces (e.g., desks, dry erase boards, door handles, etc.) must be
maintained between multiple student uses, even in the same cohort.
❏ Design cohorts such that all students (including those protected under ADA and IDEA) maintain
access to general education, grade-level academic content standards6, and peers.
❏ Minimize the number of staff that interact with each cohort to the extent possible, staff who
interact with multiple stable cohorts must wash/sanitize their hands between interactions with
different stable cohorts.
❏ Elementary staff who interact with multiple cohorts (music, PE, library, paraprofessionals who
provide supervision at recesses, etc.) should have schedules altered to reduce the number of
cohorts/students they interact within a week. Consider having these staff engage via technology,
altering duties so that they are not in close contact with students in multiple cohorts, or adjust
schedules to reduce contacts.
Recommended
⇨ A smaller and distinct cohort size limit of 36 is recommended for public health and safety, and
schools are strongly encouraged to create and maintain smaller cohorts when feasible.
⇨ When feasible, stable cohorts should remain in one classroom environment (or outdoor learning
space) for the duration of the learning day, including lunch.
● Teachers of specific academic content areas rotate instead of students to the maximum
extent possible.
● In secondary schools or settings where students require individualized schedules or elective
classes, plan for ways to reduce mixing among cohorts.
⇨ Assign restrooms, outside learning spaces, classrooms, or other activity areas for the exclusive use
of one or a small number of stable cohorts rather than the entire on-campus population.
⇨ When feasible, limit the number of students in the building (e.g., rotating cohorts, blended learning
with established cleaning between stable cohorts) to maintain requirements for physical distancing
(see section 1c).
6
Academic content standards refer to all of Oregon state academic standards and the Oregon CTE skill sets.
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7.5.2 23
1e. Public Health Communication and Training
Required
❏ Communicate to staff at the start of On-Site instruction and at periodic intervals explaining infection
control measures that are being implemented to prevent spread of disease.
❏ Offer initial training to all staff prior to being in-person in any instructional model. Training could be
accomplished through all staff webinar, narrated slide decks, online video, using professional
learning communities, or mailing handouts with discussion. Training cannot be delivered solely
through the sharing or forwarding information electronically or in paper copy form as this is an
insufficient method for ensuring fidelity to public health protocols (see section 8b for specific
training requirements). Note: Instructional time requirements allow for time to be devoted for
professional learning that includes RSSL training.
❏ Post “COVID -19 Hazard Poster” and “Masks Required” signs as required by OSHA administrative
rule OAR 437-001-0744(3)(d) and (e).
❏ Develop protocols for communicating with students, families and staff who have come into close
contact with a person who has COVID-19.
● The definition of exposure is being within 6 feet of a person who has COVID-19 for at least
15 cumulative minutes in a day.
● OSHA has developed a model notification policy.
❏ Develop protocols for communicating immediately with staff, families, and the school community
when a new case(s) of COVID-19 is diagnosed in students or staff members, including a description
of how the school or district is responding.
❏ Periodic interval training also keeps the vigilance to protocols ever present when fatigue and
changing circumstances might result in reduced adherence to guidance.
❏ Provide all information in languages and formats accessible to the school community.
1f. Entry and Screening
All schools should develop plans and procedures to ensure proper screening before students and staff
enter school. Each school will need to evaluate their physical layout, doorways and options, and
available staff to generate a comprehensive plan for effective screening. Any person exhibiting primary
symptoms of COVID-19 shall not be admitted to campus. ODE has created this Exclusion Summary Chart
to support compliance with these requirements.
Required
❏ Direct students and staff to stay home if they have COVID-19 symptoms. COVID-19 symptoms are as
follows:
● Primary symptoms of concern: cough, fever (temperature of 100.4°F or higher) or chills,
shortness of breath, difficulty breathing, or new loss of taste or smell.
● Note that muscle pain, headache, sore throat, diarrhea, nausea, vomiting, new nasal
congestion, and runny nose are also symptoms often associated with COVID-19. More
information about COVID-19 symptoms is available from CDC.
● In addition to COVID-19 symptoms, students must be excluded from school for signs of other
infectious diseases, per existing school policy and protocols. See pages 9-11 of OHA/ODE
Communicable Disease Guidance for Schools.
● Emergency signs that require immediate medical attention:
o Trouble breathing
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7.5.2 24
o Persistent pain or pressure in the chest
o New confusion or inability to awaken
o Bluish lips or face (lighter skin); greyish lips or face (darker skin)
o Other severe symptoms
❏ Screen all elementary grade students for symptoms on-site every day. This can be done visually as
well as asking students and staff about any new symptoms or close contact with someone with
COVID-19. For students, confirmation from a parent/caregiver or guardian can also be appropriate.
Secondary students must also be screened every day. This can be done off-site, prior to coming to
school.
❏ Staff members can self-screen and attest to their own health, but regular reminders of the
importance of daily screening must be provided to staff.7
● Anyone displaying or reporting the primary symptoms of concern must be isolated (see
section 1i) and sent home as soon as possible. See table “Planning for COVID-19 Scenarios in
Schools.”
● Additional guidance for nurses and health staff.
❏ Follow LPHA advice on restricting from school any student or staff known to have been exposed
(e.g., by a household member) to COVID-19. See “Planning for COVID-19 Scenarios in Schools” and
the COVID-19 Exclusion Summary Guide.
❏ Staff or students with a chronic or baseline cough that has worsened or is not well-controlled with
medication must be excluded from school. Do not exclude staff or students who have other
symptoms that are chronic or baseline symptoms (e.g., asthma, allergies, etc.) from school. See the
COVID-19 Exclusion Summary Guide.
❏ Hand hygiene on entry to school every day: wash with soap and water for 20 seconds or use an
alcohol-based hand sanitizer with 60-95% alcohol.
Recommended
⇨ All staff who do screenings should receive implicit bias training.
⇨ Student screening should not consider appearance (i.e. clothing, hair), personality (shy, etc.), ability,
cleanliness, etc.
1g. Visitors/Volunteers
Volunteers and visitors should be limited, to the greatest extent possible, from on-site activities. Staff
members (for example - itinerant staff, substitute teachers, and other district staff who move between
buildings, etc.), contracted service providers (for example - counseling services, maintenance, etc.), and
partner providers (for example - student teachers, DHS Child Protective Services staff, etc.) are not
considered visitors or volunteers.
Required
❏ Restrict non-essential visitors/volunteers.
● Examples of essential visitors include: DHS Child Protective Services, Law Enforcement, etc.
7
Self-screening of adult staff members can be efficient but also problematic if not held to the highest of standards and
building a culture where staff don’t sign-in when they have symptoms that should have them staying or working from
home.
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7.5.2 25
● Examples of non-essential visitors/volunteers include: Parent Teacher Association (PTA),
classroom volunteers, etc.
❏ Diligently screen all visitors/volunteers for symptoms and ask questions about symptoms and any
close contact with someone diagnosed with COVID-19 upon every entry. Restrict from school
property any visitor known to have been exposed to COVID-19. See the COVID-19 Exclusion
Summary Guide.
❏ Visitors/volunteers must wash or sanitize their hands upon entry and exit.
❏ Visitors/volunteers must maintain 6 feet of physical distancing, wear face coverings, and adhere to
all other provisions of this guidance.
Recommended
⇨ Consider video/telephone meetings for parent/caregiver/guardian-teacher conferences and other
meetings.
⇨ Schools may be able to involve more volunteers and guest speakers using outside learning spaces.
1h. Face Coverings, Face Shields, and Clear Plastic Barriers
For the purposes of this guidance, please refer to the following OHA definitions and specifications.
Face coverings are required for all students in grades kindergarten and up, along with all staff. Certain
accommodations for medical needs or disability are noted in the guidance below. Student or family
refusal to wear appropriate face covering for a values-based reason then dictates that educational
needs be met through Comprehensive Distance Learning. Staff refusal to wear appropriate face
coverings should be addressed according to established school or district processes.
In October 2020 it was established that people without symptoms can spread the virus that causes
COVID-19, and this is a significant contributor to person-to-person spread. Face coverings decrease the
spread of COVID-19 as “source control” of a contagious person’s respiratory secretions. Use of face
coverings does not change physical distancing requirements. In addition, evidence continues to suggest
that airborne transmission plays a role in the spread of COVID-19, via exposure to small droplets and
aerosols that contain the virus and can linger in the air for minutes to hours. This means the virus may
be able to infect people who are farther than 6 feet away from the person who is infected, especially in
enclosed indoor spaces, when people are shouting, singing or exercising, and when air ventilation is
suboptimal. A face covering is NOT a substitute for physical distancing. Face coverings should still be
worn in addition to maintaining physical distancing, especially when indoors around people who don’t
live in your household.
ODE, OHA, schools, families and community organizations have important roles in preparing families
and care takers to prepare younger children to wear face coverings safely and effectively. This includes
instruction on how to properly wear a face covering, desensitization support (getting used to wearing
face coverings), recommended materials for homemade face coverings, proper care and cleaning, and
how to allow for individual “face covering breaks,” if needed, during the school day, on a very limited
basis. A very limited basis is a brief break lasting no more than three to five minutes. An individual “face
covering break’’ is intended for any single student for a very limited time to support student learning
and is not formally tied to an accommodation. Any space created for a brief break should be distanced
at more than 6 feet away from others. This kind of option is not required by RSSL but available at the
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discretion of educator and school leader judgment and implementation. Lack of access to a face
covering cannot be a barrier to instruction; each school has a responsibility to ensure that students have
access to usable face coverings. Under ORS 339.155, school districts and public charter schools may not
charge fees for the provision of face coverings to students. Brief breaks for individual students are best
when outside or a planned break, and if offered in classrooms, the break should be specific and urgent.
A group of students or classroom, with supervision, are able to take an outdoor stationary group mask
break when the following requirements are met:
1. Each student has a designated area marked by a hoola hoop, blanket, chalked circle, or other
similar means.
2. Each designated area is at least six feet away from every other designated area.
3. Once all students are stationary in their designated area masks can be removed for the purpose
of social, emotional and academic learning and exchange.
4. Yelling, singing, chanting, or other activities that would bring larger exhalations don’t happen or
have students properly wearing face coverings before taking place.
In general, face coverings are preferred over face shields, as they may provide better containment of
small aerosols that can be produced while talking. Use of a face shield alone should only be done on a
very limited basis, because wearing a face shield alone without a mask or face covering increases the
potential for transmission of viruses to those in the same room as the individual without the mask or
face covering.
Required
❏ Employers are required to provide masks, face coverings, or face shields for all staff, contractors,
other service providers, visitors and volunteers.
❏ Face coverings or face shields for all staff, contractors, other service providers, visitors or volunteers
informed by CDC guidelines for Face Coverings. Individuals may remove their face coverings while
working alone in private offices. Face shields are an acceptable alternative only when a person has a
medical condition that prevents them from wearing a mask or face covering, when people need to
see mouth and tongue motions in order to communicate, or when an individual is speaking to an
audience for a short period of time and clear communication is otherwise not possible. Fully
vaccinated staff are not required to wear face coverings or physically distance inside school buildings
when students are not present (such as before and after school or on weekends) only when
vaccination status is checked by the school in a manner described by OHA in guidance.
❏ Face coverings or face shields for all students in grades Kindergarten and up following CDC
guidelines for Face Coverings. Face shields are an acceptable alternative only when a student has a
medical condition that prevents them from wearing a mask or face covering, or when people need
to see the student’s mouth and tongue motions in order to communicate.
❏ Face coverings should be worn indoors.
❏ “Group mask breaks” or “full classroom mask breaks” are not allowed. If a student removes a face
covering, or demonstrates a need to remove the face covering for a short-period of time:
● Provide space well away from peers while the face covering is removed. In the classroom
setting, an example could be a designated chair where a student can sit and take a 15
minute or less “sensory break;”
▪ Students must not be left alone or unsupervised;
▪ Designated area or chair must be appropriately distanced from other students
and of a material that is easily wiped down for disinfection after each use;
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7.5.2 27
●
Provide additional instructional supports to effectively wear a face covering;
●
Provide students adequate support to re-engage in safely wearing a face covering;
●
Students cannot be discriminated against or disciplined for an inability to safely wear a face
covering.
❏ Face masks8 for school RNs or other medical personnel when providing direct contact care and
monitoring of staff/students displaying symptoms. School nurses shall also wear appropriate
Personal Protective Equipment (PPE) for their role.
● Additional guidance for nurses and health staff.
Accommodations under ADA or IDEA and providing FAPE while attending to Face Covering Guidance
Students who abstain from wearing a face covering, or students whose families determine the student
will not wear a face covering during On-Site instruction must be provided access to instruction.
Comprehensive Distance Learning can and should be provided when this decision is values-based.
However, additional provisions do apply to students protected under ADA and IDEA.9
Please refer to the Face Coverings and FAPE supplemental guidance for additional information. ODE has
developed even more detailed guidance focused on Navigating Adaptation, Accommodation, or
Modification for Student Face Covering Requirements.
Staff: Districts/schools should consult with legal counsel regarding ADA when considering restricting
access for staff due to their inability to wear face coverings or face shields as required.
Students: Federal laws such as the Americans with Disabilities Act (ADA) and Individuals with Disabilities
Education Act (IDEA) protect student access to instruction. The following guidelines must be considered
and employed to ensure access for students protected under ADA and IDEA.
Required
❏ If any student requires an accommodation to meet the requirement for face coverings, districts and
schools must limit the student’s proximity to students and staff to the extent possible to minimize
the possibility of exposure. Appropriate accommodations could include:
● Offering different types of face coverings and face shields that may meet the needs of the
student.
● Spaces away from peers while the face covering is removed; students must not be left alone
or unsupervised.
● Short periods of the educational day that do not include wearing the face covering, while
following the other health strategies to reduce the spread of disease.
● Additional instructional supports to effectively wear a face covering.
8
Face masks refer to medical-grade face masks in this document. RNs and other healthcare providers should refer to OHA
for updated information.
9 Additional resources for mask wearing: COVID-19: Teaching a Child with Autism How to Wear a Mask or Face Covering,
Masks Toolkit, Cloth Face Coverings for Children During COVID-19, Oregon Pediatric Society “Mask Up Oregon Kids”
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❏ For students with existing medical conditions and a physician’s orders to not wear face coverings, or
other health related concerns, schools/districts must not deny any in-person instruction.
No disability category universally prescribes whether a student will be able to wear a face
covering. However, students eligible for certain disability categories are more likely to have
difficulty wearing face coverings. These include: Autism Spectrum Disorder, Other Health
Impairment, Emotional Behavior Disability, Orthopedic Impairment. Schools must consider the
unique needs that arise from a student’s disability in determining how to appropriately
support their access to FAPE.
❏ Schools and districts must comply with the established IEP/504 plan prior to the closure of in-person
instruction in March of 2020, or the current plan in effect for the student if appropriately developed
after March of 2020.
● If a student eligible for, or receiving services under a 504/IEP, cannot wear a face covering
due to the nature of the disability, the school or district must:
1. Review the 504/IEP to ensure access to instruction in a manner comparable to
what was originally established in the student’s plan including on-site
instruction with accommodations or adjustments.
2. Not make placement determinations solely on the inability to wear a face
covering.
3. Include updates to accommodations and modifications to support students in
plans.
● For students protected under ADA/IDEA, who abstain from wearing a face covering, or
students whose families determine the student will not wear a face covering, the school or
district must:
1. Review the 504/IEP to ensure access to instruction in a manner comparable to
what was originally established in the student’s plan.
2. The team must determine that the disability is not prohibiting the student from
meeting the requirement.
● If the team determines that the disability is prohibiting the student from
meeting the requirement, follow the requirements for students eligible
for, or receiving services under, a 504/IEP who cannot wear a face
covering due to the nature of the disability,
● If a student’s 504/IEP plan included supports/goals/instruction for
behavior or social emotional learning, the school team must evaluate
the student’s plan prior to providing instruction through Comprehensive
Distance Learning.
3. Hold a 504/IEP meeting to determine equitable access to educational opportunities
which may include limited in-person instruction, on-site instruction with
accommodations, or Comprehensive Distance Learning.
❏ For students not currently served under an IEP or 504, districts must consider whether or not
student inability to consistently wear a face covering or face shield as required is due to a disability.
Ongoing inability to meet this requirement may be evidence of the need for an evaluation to
determine eligibility for support under IDEA or Section 504.
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❏ If a staff member requires an accommodation for the face covering or face shield requirements,
districts and schools shall work to limit the staff member’s proximity to students and staff to the
extent possible to minimize the possibility of exposure.
Recommended
⇨ If face coverings are worn, they should be washed daily or a new covering worn daily.
⇨ Children not yet in grade Kindergarten or up should not wear a face covering:
● If they have a medical condition that makes it difficult for them to breathe with a face
covering;
● If they experience a disability that prevents them from wearing a face covering;
● If they are unable to remove the face covering independently; or
● While sleeping.
⇨ Plexiglass barriers have limited utility for schools and are not practical for classroom use. Examples
of where barriers could be used include the library check-out station, cafeteria check-out, or front
office. Please note, face coverings need to be worn even when staff are behind plexiglass barriers.
Recommendations for barriers in non-classroom settings are as follows:
● Material: fixed, impermeable barrier
● At least 3 feet wide and 4 feet tall, centered at the level of mouth/nose level (i.e. height will
depend on whether people are to be seated or standing or both).
1i. Isolation and Quarantine
Definitions:
Isolation separates sick people with a contagious disease from people who are not sick.
Quarantine separates and restricts the movement of people who were exposed to a
contagious disease to see if they become sick.
Required
❏ Protocols for exclusion and isolation for sick students and staff whether identified at the time of bus
pick-up, arrival to school, or at any time during the school day.
❏ Protocols for screening students, as well as exclusion and isolation protocols for sick students and
staff identified at the time of arrival or during the school day. See the COVID-19 Exclusion Summary
Guide.
● Work with school nurses, health care providers, or other staff with expertise to determine
necessary modifications to areas where staff/students will be isolated. If two students
present COVID-19 symptoms at the same time, they must be isolated at once. If separate
rooms are not available, ensure that 6 feet distance is maintained. Do not assume they have
the same illness. Consider if and where students and staff will be isolated during learning
outside. Create a comfortable outdoor area for isolation or follow plan for in building
isolation.
● Consider required physical arrangements to reduce risk of disease transmission.
● Plan for the needs of generally well students who need medication or routine treatment, as
well as students who may show signs of illness.
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● Additional guidance for nurses and health staff for providing care to students with complex
needs.
❏ Students and staff who report or develop symptoms must be isolated in a designated isolation area
in the school or outside learning space, with adequate space and staff supervision and symptom
monitoring by a school nurse, other school-based health care provider or school staff until they are
able to go home. Anyone providing supervision and symptom monitoring must wear appropriate
face covering or face shields.
● School nurses and health staff in close contact with symptomatic individuals (less than 6
feet) must wear a medical-grade face mask. Other Personal Protective Equipment (PPE) may
be needed depending on symptoms and care provided. Consult a nurse or health care
professional regarding appropriate use of PPE. Any PPE used during care of a symptomatic
individual must be properly removed and disposed of prior to exiting the care space.
● After removing PPE, hands shall be immediately cleaned with soap and water for at least 20
seconds. If soap and water are not available, hands can be cleaned with an alcohol-based
hand sanitizer that contains 60-95% alcohol.
● If able to do so safely, a symptomatic individual shall wear a face covering.
● To reduce fear, anxiety, or shame related to isolation, provide a clear explanation of
procedures, including use of PPE and handwashing.
❏ Establish procedures for safely transporting anyone who is sick to their home or to a health care
facility.
❏ Staff and students who are ill must stay home from school and must be sent home if they
become ill at school, particularly if they have COVID-19 symptoms. Refer to table in “Planning for
COVID-19 Scenarios in Schools.”
❏ Involve school nurses, School Based Health Centers, or staff with related experience
(Occupational or Physical Therapists) in development of protocols and assessment of symptoms
(where staffing exists).
❏ Record and monitor the students and staff being isolated or sent home for the LPHA review.
❏ The school must provide a remote learning option for students who are required to be
temporarily off-site for isolation and quarantine.
Recommended
⇨ Schools should make information available about community based health supports and provide this
information directly to families in the event a student displays possible COVID-19 symptoms.
2. Facilities and School Operations
The Facilities and School Operations section is designed to provide districts and schools with information
to assure students and staff return to school safely. COVID-19 mitigation efforts require a significant
shift in school operations.
School campuses may include many locations, and may not be traditional school facilities and buildings.
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Some activities and areas will have a higher risk for spread (e.g., band, choir, science labs, locker rooms).
When engaging in these activities within the school setting, schools will need to consider additional
physical distancing or conduct the activities outside (where feasible). Additionally, schools should consider
sharing explicit risk statements for instructional and extra-curricular activities requiring additional
considerations (see section 5f).
2a. Enrollment
(Note: Section 2a does not apply to private schools or summer programs.)
Enrollment processes support strong school operations and are needed for the financial allocations of
the State School Fund. For the 2020-21 school year, the State Board of Education is taking action to
suspend the “10-day drop,” with the expectation that a student will only be unenrolled when a school or
district has received notice that they’ve been enrolled in another setting. This change of practice is being
made to ensure continuity of service and lean into a culture of care across the state. By not allowing a
student to be dropped for enrollment until another school notifies of their enrollment in another school,
we significantly increase the role, responsibility, and trust in districts to keep reaching out and attending
to students and families who might be experiencing challenges of access, health, or resources.
Required
❏ Enroll all students (including foreign exchange students) following the standard Oregon Department
of Education guidelines.
❏ The temporary suspension of the 10-day drop rule does not change the rules for the initial
enrollment date for students:
● The ADM enrollment date for a student is the first day of the student’s actual attendance.
● A student with fewer than 10 days of absence at the beginning of the school year may be
counted in membership prior to the first day of attendance, but not prior to the first
calendar day of the school year.
● If a student does not attend during the first 10 session days of school, the student’s ADM
enrollment date must reflect the student’s actual first day of attendance.
● Students who were anticipated to be enrolled, but who do not attend at any time must not
be enrolled and submitted in ADM.
❏ If a student has stopped attending for 10 or more days, districts must continue to try to engage the
student. At a minimum, districts must attempt to contact these students and their families weekly to
either encourage attendance or receive confirmation that the student has transferred or has
withdrawn from school. This includes students who were scheduled to start the school year, but
who have not yet attended.
❏ When enrolling a student from another school, schools must request documentation from the prior
school within 10 days of enrollment per OAR 581-021-0255 to make all parties aware of the transfer.
Documentation obtained directly from the family does not relieve the school of this responsibility.
After receiving documentation from another school that a student has enrolled, drop that student
from your roll.
❏ Design attendance policies to account for students who do not attend in-person due to student or
family health and safety concerns.
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❏ When a student has a pre-excused absence or COVID-19 absence, the school district must reach out
to offer support at least weekly until the student has resumed their education.
❏ When a student is absent beyond 10 days and meets the criteria for continued enrollment due to
the temporary suspension of the 10 day drop rule, continue to count them as absent for those days
and include those days in your Cumulative ADM reporting.
Recommended
⇨ Set up systems to track the frequency and type of communication used to engage students and
families, including beyond 10 consecutive absent days.
2b. Attendance
(Note: Section 2b does not apply to private schools.)
The ability to continue to monitor attendance, as a proxy for engagement, is arguably one of the most
important ways schools can help ensure equitable access to student learning and account for student
wellbeing during a pandemic across any instructional model. The primary rationale for documenting
student engagement with high-quality attendance data is the relationship between student attendance
and student achievement.
As a state education agency, rooted in ensuring civil rights protections and access to quality education,
ODE recognizes a fundamental responsibility to gather and review any information that can assist in that
core public purpose. Attendance data won’t and should not be used in the 2020-21 school year for
comparative or accountability reporting but as a potential tool in helping understand the changes
happening in how and where students learn and teachers teach. What is most important at this time is
our collective effort to support active engagement and provide resources to meet students and families
experiencing challenges with staying connected.
The guidance below describes the requirements that each district must use to create and implement a
system to internally monitor and track the attendance and engagement of their students. Additional
attendance reporting scenarios and FAQ will be captured and shared in a forthcoming document.
Session day requirements are unchanged; session days may not be claimed for weekends or holidays,
per ORS 336.010 and 187.010, or any other day during which a licensed or registered teacher is not
available to students. If a school switches from a five day/week schedule to a four day/week schedule,
the session days must also change.
For On-Site Instructional Models, including learning outside, the ODE’s prior attendance and reporting
practices are unchanged and meet the requirements described in this section and can be informed by
the recommendations presented.
For any Hybrid Instructional Model or Comprehensive Distance Learning, ODE is establishing the
following definitions and guidance:
● Attendance includes both participation in class activities and interaction with a licensed or
registered teacher during a school day or interactions with educational assistants,
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paraprofessionals, and TAPP family advocates through teacher-designed and facilitated
processes.
● Interaction can be evidenced by any of the following or reasonable equivalents:
o Participating in a video class;
o Communication from the student to the teacher via chat, text message, communication
app or email;
o A phone call between the teacher or educational assistants/paraprofessionals and the
student, or, for younger students, with the parent or guardian of the student;
o Posting completed coursework to a learning management system or web-based
platform or via email; or
o Turning in completed coursework on a given day.
● When there is no evidence of student interaction during a 24-hour period surrounding a
scheduled school day as described, students are reported as absent for the day (grades K-5/ self-
contained) or class (grades 6-12/ individual subject).
There may be unusual or unique situations where continuation of daily attendance reporting may
require additional problem solving. ODE will work with all districts to help ensure that the reported data
meets ODE’s criteria for actionable data. ODE does not anticipate attendance data will be a part of At-A-
Glance School and District Profiles or Accountability Details reports.
Required
❏ Grades K-5 (self-contained): Attendance must be taken at least once per day for all students
enrolled in school, regardless of the instructional model (On-Site, Hybrid, Comprehensive Distance
Learning, online schools).
❏ Grades 6-12 (individual subject): Attendance must be taken at least once for each scheduled class
that day for all students enrolled in school, regardless of the instructional model (On-Site, Hybrid,
Comprehensive Distance Learning, online schools).
❏ Alternative Programs: Some students are reported in ADM as enrolled in a non-standard program
(such as tutorial time), with hours of instruction rather than days present and days absent.
Attendance must be taken at least once for each scheduled interaction with each student, so that
local systems can track the student’s attendance and engagement. Reported hours of instruction
continue to be those hours in which the student was present.
❏ Online schools that previously followed a two check-in per week attendance process must follow the
Comprehensive Distance Learning requirements for checking and reporting attendance.
❏ Provide families with clear and concise descriptions of student attendance and participation
expectations as well as family involvement expectations that take into consideration the home
environment, caregiver’s work schedule, and mental/physical health.
Recommended
⇨ Set the 24-hour attendance window that is in the best rhythm for your staff and systems. Districts
and schools have the liberty to define a 24-hour window that does not have to be 12 a.m. to 11:59
p.m.
⇨ Build as much meaningful opportunity for student engagement into learning as possible. For
example, defining attendance by merely logging on to a computer session could lead to non-
engagement.
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⇨ When implementing Hybrid and Comprehensive Distance Learning models, districts should prioritize
funds toward providing access to technology and internet access for students and communities
most marginalized by the system.
⇨ Prioritize CTE and Accelerated Learning opportunities as they are correlated with increased
engagement and attendance.
⇨ Use positive outreach as a mechanism to build strong engagement and attendance patterns and
relationships with families. Center equity in all outreach and communication efforts with parents
and caregivers. This includes honoring home language and culture and considering the strengths and
needs of students. Establish that a student’s physical and emotional wellbeing is in place before
engaging with the curriculum.
⇨ Monitor and address chronic absenteeism. See Future Ed’s Attendance Playbook: Smart Solutions
for Reducing Chronic Absenteeism in the COVID Era for planning and recommendations.
⇨ Update student information systems (SIS) and early indicator and intervention systems (early
warning systems) to account for changes in attendance policies.
⇨ Leverage attendance data from the 2019-20 school year, including spring 2020 distance learning
data if available, to inform additional supports including food; physical or mental health resources;
or access to instruction, learning materials, or technology.
⇨ Utilize Every Day Matter’s Regional Capacity Builders and Tribal Attendance Promising Practices
(TAPP) family advocates, where applicable, to develop and/or redesign systems and approaches to
sustain regular attendance.
⇨ Promote student engagement and consistent attendance through culturally responsive and relevant
scheduling decisions that promote whole student wellness.
⇨ Design and implement a system of support that addresses barriers teachers may be facing in
engaging and communicating with families. Create robust professional development for teachers
that supports attendance taking data and engagement strategies. Provide equitable resources to
teachers and staff that may help them remove barriers and engage with their students more
frequently.
⇨ Engage with community based organizations, community partners, and other entities to provide
access to resources and create a community-based system of support.
⇨ If learning outdoors, create an alternative attendance and engagement plan for days when
inclement weather does not allow for learning outside.
2c. Technology
Required
❏ Update procedures for district-owned or school-owned devices to match cleaning requirements
(see section 2d).
❏ Procedures for return, inventory, updating, and redistributing district-owned devices must meet
physical distancing requirements.
❏ If providing learning outside and allowing students to engage with devices during the learning
experiences, provide safe charging stations.
Recommended
⇨ Survey families to collect information about the number, type, and condition of devices used in their
homes to support distance learning.
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⇨ Compile a list of all the software and student-facing technology solutions to understand the
implications for student privacy; determine how to communicate with parents and students,
including their options for consent and participation.
⇨ When planning for technology, prepare for the possibility a student, class, or school will move to
Comprehensive Distance Learning.
⇨ Prepare a district technology and internet connectivity inventory process. Every Wi-Fi access point
and wired network device should be tested.
⇨ Review technology policies and data privacy policies and update if needed.
⇨ Establish a family and educator technical support/help desk to support the use of technology (could
be supported by designated staff, student leaders, and volunteers).
⇨ Establish a policy to encourage the use of technology to access telehealth service for students,
families, and staff.
⇨ Provide students with instruction and resources on digital citizenship and best ways to navigate
online environments safely. See Appendix 4 of Comprehensive Distance Learning.
2d. School Specific Functions/Facility Features
Required
❏ Handwashing: All people on campus shall be advised and encouraged to frequently wash their
hands or use hand sanitizer.
❏ Equipment: Develop and use sanitizing protocols for all equipment used by more than one
individual or purchase equipment for individual use.
❏ Events: Cancel, modify, or postpone field trips, assemblies, athletic events, practices, special
performances, school-wide parent meetings and other large gatherings to meet requirements for
physical distancing.
❏ Transitions/Hallways: Limit transitions to the extent possible. Create hallway procedures to
promote physical distancing and minimize gatherings.
❏ Personal Property: Establish policies for identifying personal property being brought to school (e.g.,
refillable water bottles, school supplies, headphones/earbuds, cell phones, books, instruments,
etc.).
Recommended
⇨ After-School Programs: Plan for offering after-school programs that meet requirements outlined in
physical distancing and cohorting.
⇨ Community use of school or district facilities10: School districts, charter schools and private schools
will still need to assure that all OHA and CDC guidelines around physical distancing and other public
health protocols and all other federal, state, and local agency requirements, including any additional
guidance released by the Oregon Department of Education or the Oregon Health Authority are
followed.
10
This is a local decision and there is guidance available for these decisions. Districts get to determine if others can use their
facilities, considering liability concerns, especially with insurance not being available. Other activities (soccer for example) can
happen under the Governor’s guidance on recreational and community sports. (Indoor Guidance, Outdoor Guidance).
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2e. Arrival and Dismissal
Required
❏ Physical distancing, stable cohorts, square footage, and cleaning requirements must be maintained
during arrival and dismissal procedures.
❏ Create schedule(s) and communicate staggered arrival and/or dismissal times.
❏ Assign students or cohorts to an entrance; assign staff member(s) to conduct visual screenings (see
section 1f).
❏ Ensure accurate sign-in/sign-out protocols to help facilitate contact tracing by the LPHA. Sign-in
procedures are not a replacement for entrance and screening requirements. Students entering
school after arrival times must be screened for the primary symptoms of concern.
● Eliminate shared pen and paper sign-in/sign-out sheets.
● Ensure hand sanitizer is available if signing children in or out on an electronic device.
❏ Ensure alcohol-based hand sanitizer (with 60-95% alcohol) dispensers are easily accessible near all
entry doors and other high-traffic areas. Establish and clearly communicate procedures for keeping
caregiver drop-off/pick-up as brief as possible.
Recommended
⇨ Mark specific areas and designate one-way traffic flow for transition.
⇨ Consider best ways to design arrival and dismissal to support students and staff maintain physical
distance.
2f. Classrooms/Repurposed Learning Spaces
Required
❏ Seating: Rearrange student desks and other seat spaces so that students’ physical bodies are at least
3 feet apart; or at least 6 feet apart, as required in section 1c; assign seating so students are in the
same seat at all times. Where possible, face all desks in same direction or have students sit on only
one side of tables.
❏ Materials: Avoid sharing of community supplies
when possible (e.g., scissors, pencils, etc.).
Clean these items frequently. Provide hand
sanitizer and tissues for use by students and
staff.
❏ Handwashing: Remind students (with signage
and regular verbal reminders from staff) of the
utmost importance of hand hygiene and
respiratory etiquette. Respiratory etiquette
means covering coughs and sneezes with an
elbow or a tissue. Tissues shall be disposed of in
a garbage can, then hands washed or sanitized
immediately.
● Wash hands with soap and water for 20 seconds or use an alcohol-based hand sanitizer with
60-95% alcohol.
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7.5.2 37
Recommended
⇨ Furniture: Consider removing upholstered furniture and soft seating and replace with surfaces that
can be wiped down and cleaned easily.
⇨ Classroom Procedures: Discontinue use of permanent restroom/hall passes and shared hard copy
student sign-in/sign-out logs. Assign cubby or storage spaces for individual student belongings.
⇨ Libraries: Refer to section 5f.
⇨ Seating: Use visual aids (e.g., painter’s tape, stickers, etc.) to illustrate traffic flow, appropriate
spacing, and assigned seating areas.
⇨ Environment: Consider opening windows or otherwise ventilating the classroom before students
arrive and after students leave, and while students are present if feasible. Hold classes outside when
possible and encourage students to maintain physical distance.
⇨ Limit Transitions: Modify classes where possible and where students are likely to be in close contact
(e.g., music, art, physical education, etc.) by bringing the specialist teacher to individual classrooms
instead of having students go to the shared space. Refrain from mixing classes with other classes
and teachers (e.g., having a mixed math class with another set of students).
2g. Playgrounds, Fields, Recess, Breaks, and Restrooms
Required
❏ Keep school playgrounds closed to the general public until park playground equipment and benches
reopen in the community (see Oregon Health Authority’s Specific Guidance for Outdoor Recreation
Organizations).
❏ After using the restroom students must wash hands with soap and water for 20 seconds. Soap must
be made available to students and staff. For learning outside if portable bathrooms are used, set up
portable hand washing stations and create a regular cleaning schedule.
❏ Before and after using playground equipment, students must wash hands with soap and water for
20 seconds or use an alcohol-based hand sanitizer with 60-95% alcohol.
❏ Designate playground and shared equipment solely for the use of one cohort at a time. Outdoor
playground structures require normal routine cleaning and do not require disinfection. Shared
equipment (balls, jump ropes, etc.) should be cleaned and disinfected at least daily in accordance
with CDC guidance.
❏ Cleaning requirements must be maintained (see section 2j).
❏ Maintain physical distancing requirements, stable cohorts, and square footage requirements.
❏ Provide signage and restrict access to outdoor equipment (including sports equipment, etc.).
❏ Design recess activities that allow for physical distancing and maintenance of stable cohorts.
❏ Clean all outdoor equipment at least daily or between use as much as possible in accordance with
CDC guidance.
❏ Limit the number of employees gathering in shared spaces. Restrict use of shared spaces such as
conference rooms, break rooms, and elevators by limiting occupancy or staggering use, maintaining
6 feet of distance between adults. Note: The largest area of risk is adults eating together in break
rooms without face coverings.
● Fully vaccinated staff are not required to wear face coverings or physically distance when
eating inside school buildings when students are not present only when vaccination status is
checked by the school in a manner described by OHA in guidance.
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7.5.2 38
Recommendations
⇨ Cleaning and disinfection of wooden surfaces (play structures, benches, tables) or groundcovers
(mulch, sand) is not recommended.
⇨ Prevent students and staff from touching bathroom door handles by keeping the hallway door held
open, where appropriate.
⇨ Install touch-free paper towel dispensers.
⇨ Discourage storage of any personal items within the bathroom (including staff bathrooms).
⇨ Where possible, use portable outdoor restrooms.
2h. Meal Service/Nutrition
Young children are not a significant source of spread of COVID-1911. This section provides requirements
and recommendations to mitigate risk of COVID-19 transmission during mealtime. Staff supervising
mealtime should always wear a face covering and maintain at least 6 feet of physical distance while
students are eating and wash hands or use an alcohol-based hand sanitizer after mealtime. Staff should
avoid eating with one another in common areas to the greatest extent possible, as this has proven to be
a significant source of spread of COVID-19 in workplaces. Fully vaccinated staff are not required to wear
face coverings or physically distance when eating inside school buildings when students are not present
only when vaccination status is checked by the school in a manner described by OHA in guidance.
Required
❏ Maintain 6 feet of physical distancing when masks cannot be worn, including when eating.
❏ Include meal services/nutrition staff in planning for school reentry.
❏ Prohibit self-service buffet-style meals.
❏ Prohibit sharing of food and drinks among students and/or staff.
❏ At designated meal or snack times, students may remove their face coverings to eat or drink but
must maintain 6 feet of physical distance from others, and must put face coverings back on after
finishing the meal or snack.
❏ Staff serving meals and students interacting with staff at mealtimes must wear face coverings (see
section 1h). Staff must maintain 6 feet of physical distance to the greatest extent possible. If
students are eating in a classroom, staff may supervise from the doorway of the classroom if
feasible.
❏ Students and staff must wash hands with soap and water for 20 seconds or use an alcohol-based
hand sanitizer with 60-95% alcohol before meals and shall be encouraged to do so after.
❏ Appropriate daily cleaning of meal items (e.g., plates, utensils, transport items).
❏ Cleaning and sanitizing of meal touch-points and meal counting system between stable cohorts.
❏ Adequate cleaning and disinfection of tables between meal periods.
❏ Since staff must remove their face coverings during eating and drinking, limit the number of
employees gathering in shared spaces. Restrict use of shared spaces such as conference rooms and
break rooms by limiting occupancy or staggering use. Consider staggering times for staff breaks, to
prevent congregation in shared spaces. Always maintain at least 6 feet of physical distancing. Wear
11
https://pediatrics.aappublications.org/content/pediatrics/early/2021/01/06/peds.2020-048090.full.pdf and
https://www.eurosurveillance.org/content/10.2807/1560-7917.ES.2020.26.1.2002011
https://www.cdc.gov/mmwr/volumes/69/wr/mm6950e3.htm?s_cid=mm6950e3_w
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7.5.2 39
face coverings except when eating or drinking and minimize time in spaces where face coverings are
not consistently worn.
● Fully vaccinated staff are not required to wear face coverings or physically distance when
eating inside school buildings when students are not present only when vaccination status is
checked by the school in a manner described by OHA in guidance.
Recommended
⇨ Determine multiple locations (e.g., classrooms, outdoors) for eating meals to reduce crowding in
cafeterias and provide ventilation (see section 2j).
⇨ Consider alternatives so that adults can eat independently, rather than in shared spaces.
⇨ Young students often need help opening containers and packages. Take steps to eliminate or reduce
the need to help students while they are eating.
● Be sure that school meals are fully accessible to students (e.g. open packages) before
they are provided to them.
● Communicate to families that send a meal to school that they need to ensure the meal
is packaged in a way that is accessible to their child, so that they may eat independently.
⇨ If implementing Learning Outside guidance, create a system to serve meals outdoors, or with limited
entry into building.
⇨ Stagger meal times.
⇨ Restrict access to vending machines.
⇨ Limit use of communal serving utensils.
⇨ Establish non-contact payment methods.
⇨ Post local food distribution centers, or other related food resources for families who experience and
or are experiencing increased food insecurity.
⇨ Coordinate meal service with distribution of materials and connections with families.
⇨ Coordinate resources to offer meal services irrespective of instructional model, including:
● Delivery of meals,
● Staff availability and staff safety,
● Face covering,
● Meal packing supplies, and
● Equipment/signage to support physical distancing.
2i. Transportation
Transportation planning is highly technical and vital for school districts. Transportation spans many
services including the delivery of meals to students in Comprehensive Distance Learning models. OHA
and ODE have released a joint statement to help explain differences in health and safety guidance for
transportation and in-person instruction. The Centers for Disease Control and Prevention (CDC) issued
an Order on January 29, 2021 requiring the wearing of masks by travelers to prevent spread of the virus
that causes COVID-19 which includes public school busses.
Required
❏ Include transportation departments (and associated contracted providers, if used) in planning for
return to service.
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❏ Buses are cleaned frequently. Conduct targeted cleanings between routes, with a focus on
disinfecting frequently touched surfaces of the bus (see section 2j).
❏ Staff must use hand sanitizer (containing between 60-95% alcohol) in between helping each child
and when getting on and off the vehicle. Gloves are not recommended; hand sanitizer is strongly
preferred. If hand sanitizer is not available, disposable gloves can be used and must be changed to a
new pair before helping each child.
❏ Develop protocol for loading/unloading that includes visual screening for students exhibiting
symptoms and logs for contact-tracing. This must be done at the time of arrival and departure.
● If a student displays COVID-19 symptoms, provide a face covering (unless they are already
wearing one) and keep 6 feet away from others. Continue transporting the student.
o The symptomatic student shall be seated in the first row of the bus during
transportation, and multiple windows must be opened to allow for fresh air
circulation, if feasible.
o The symptomatic student shall leave the bus first. After all students exit the bus, the
seat and surrounding surfaces must be cleaned and disinfected.
● If arriving at school, notify staff to begin isolation measures.
o If transporting for dismissal and the student displays an onset of symptoms, notify
the school.
❏ Consult with parents/guardians of students who may require additional support (e.g., students who
experience a disability and require specialized transportation as a related service) to appropriately
provide service.
❏ Per federal guidance, drivers must wear properly fitting face coverings at all times. A face shield or
goggles may be worn to supplement a properly fitting face covering. Please refer to the CDC order.
❏ Inform parents/guardians of practical changes to transportation service (i.e., physical distancing at
bus stops and while loading/unloading, potential for increased route time due to additional
precautions, sanitizing practices, and face coverings).
❏ Face coverings for all students, applying the guidance in section 1h to transportation settings. This
prevents eating while on the bus.
❏ Take all possible actions to maximize ventilation: Dress warmly, keep vents and windows open to
the greatest extent possible.
Recommended
⇨ Provide at least 3 feet of physical distance between passengers. Potential exposures on a bus are
significantly reduced by 3 feet of distance, in combination with face coverings, and open windows
for ventilation.
⇨ When feasible, provide at least 6 feet of physical distance between the driver and passengers
(except during boarding and while assisting those with mobility devices); reinforce this requirement
by cordoning off seats as appropriate.
⇨ Bus drivers are encouraged to have access to surplus face coverings to provide to students when
needed.
⇨ When feasible, use visual cues (e.g., floor decals, colored tape, or signs) to discourage passengers
from standing and sitting within 3 feet of other passengers, drivers and other transit staff on the
bus/train.
⇨ Determine and post maximum occupancy for each bus while following this guidance.
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⇨ Where feasible, provide drivers and all transportation staff with access to handwashing stations or
at least 60-95% alcohol-based hand sanitizer. (Hand sanitizer dispensers should not be installed on a
school bus.)
⇨ Make routing adjustments to:
● Accommodate reduced passenger capacity and adjusted bell times.
● Account for stable cohorts with students who share a residence (this may increase projected
capacity).
● Account for reduction in staff due to those in increased risk populations.
2j. Cleaning, Disinfection, and Ventilation
Thoughtful planning of the physical space can reduce the risk of viral spread from person to person.
Strategies that include clean surfaces and improved indoor air quality should be incorporated as a part
of the school’s facilities plan. This includes a facility evaluation of ventilation, air filtration, and HVAC
system performance. Buildings should maximize fresh outdoor air and minimize indoor air recirculation.
Allowing fresh air into a room dilutes and displaces airborne particles, which may decrease virus
transmission.
Required
❏ Clean, sanitize, and disinfect frequently touched surfaces (e.g. door handles, sink handles, drinking
fountains, transport vehicles) and shared objects (e.g., toys, games, art supplies) between uses
multiple times per day. Maintain clean and disinfected (CDC guidance) environments, including
classrooms, cafeteria settings and restrooms. Provide time and supplies for the cleaning and
disinfecting of high-touch surfaces between multiple student uses, even in the same cohort.
❏ Outdoor learning spaces must have at least 50% of the square footage of its sides open for airflow
such that open sides are not adjacent to each other.
❏ Outdoor playground structures require normal routine cleaning and do not require disinfection.
Shared equipment should be cleaned and disinfected at least daily in accordance with CDC guidance.
❏ Apply disinfectants safely and correctly following labeling direction as specified by the
manufacturer. Keep these products away from students.
❏ To reduce the risk of asthma, choose disinfectant products on the EPA List N with asthma-safer
ingredients (e.g. hydrogen peroxide, citric acid, or lactic acid) and avoid products that mix these with
asthma-causing ingredients like peroxyacetic acid, sodium hypochlorite (bleach), or quaternary
ammonium compounds.
❏ Schools with HVAC systems must evaluate the system to minimize indoor air recirculation (thus
maximizing fresh outdoor air) to the extent possible. Schools that do not have mechanical
ventilation systems shall, to the extent possible, increase natural ventilation by opening windows
and interior doors before students arrive and after students leave, and while students are present.
Do not prop open doors that can pose a safety or security risk to students and staff (e.g., exterior
doors and fire doors that must remain closed.)
❏ Schools with HVAC systems should ensure all filters are maintained and replaced as necessary to
ensure proper functioning of the system.
❏ All intake ports that provide outside air to the HVAC system should be cleaned, maintained, and
cleared of any debris that may affect the function and performance of the ventilation system.
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❏ Consider running ventilation systems continuously and changing the filters more frequently. Do not
use fans if they pose a safety or health risk, such as increasing exposure to pollen/allergies or
exacerbating asthma symptoms. Consider using window fans or box fans positioned in open
windows to blow fresh outdoor air into the classroom via one window, and indoor air out of the
classroom via another window. Fans must not be used in rooms with closed windows and doors, as
this does not allow for fresh air to circulate.
❏ Consider the need for increased ventilation in areas where students with special health care needs
receive medication or treatments.
❏ Facilities must be cleaned and disinfected at least daily to prevent transmission of the virus from
surfaces (see CDC’s guidance on disinfecting public spaces).
❏ Consider modification or enhancement of building ventilation where feasible (see CDC’s guidance on
ventilation and filtration and American Society of Heating, Refrigerating, and Air-Conditioning
Engineers’ guidance).
2k. Health Services
Required
❏ OAR 581-022-2220 Health Services, requires districts to “maintain a prevention-oriented health
services program for all students” including space to isolate sick students and services for students
with special health care needs. While OAR 581-022-2220 does not apply to private schools, private
schools must provide a space to isolate sick students and provide services for students with special
health care needs.
❏ Licensed, experienced health staff should be included on teams to determine district health service
priorities. Collaborate with health professionals such as school nurses; SBHC staff; mental and
behavioral health providers; dental providers; physical, occupational, speech, and respiratory
therapists; and School Based Health Centers (SBHC).
Recommended
⇨ School based health centers and community based health programs may be able to provide
telehealth and COVID-19 testing services. Oregon’s certified SBHCs may serve as resources for
students and community members for services such as:
● Somatic health care
● Mental health/behavioral health services
● Urgent care services
● Dental and vision services
● Immunizations
⇨ SBHCs, community based health centers, and their medical providers may serve as a resource to the
schools in understanding and implementing updated practices.
⇨ Preventative health screening typically offered in schools may continue, with staff and students
taking necessary safety precautions and in accordance with this guidance (E.g. dental screenings,
vision screenings, height, weight screenings may be possible under the guidance). Note: screenings
can only be conducted by the screening or health services program staff.
⇨ Dental screenings and preventative dental services may be provided on school or school district
premises if a licensed dental provider provides the services and follows OHA’s “Guidance on
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Resumption of Dental Services in School Settings and Guidance for Certified School Dental Sealant
Programs During the COVID-19 Pandemic.”
⇨ Establish a policy to encourage the use of technology to access telehealth services for students,
families, and staff.
2l. Boarding Schools and Residential Programs Only
Most of the requirements and recommendations needed for K-12 programs housing students are
already presented in this guidance and should be applied to residential settings. Residential programs
can view students rooming together or sharing a suite as a “family unit” or “household.” This means
students living together in close quarters are not required to wear face coverings or maintain physical
distancing requirements while in the confines of their room or suite.
As many K-12 boarding school programs house international students, this recent statement by OHA is
included here:
“COVID-19 has disrupted educational systems nationally and the world over. Certain behaviors
may increase the likelihood of disease transmission. Long haul flights (including domestic), in and
of themselves, pose a moderate risk of transmission. Of greater concern, and subsequently
higher risk, is the increased exposure during transit at airports. We strongly encourage colleges
and universities to instruct their students to practice COVID-19 protective behaviors as they
return to campus. Some of these include good hand hygiene, physical distancing, and wearing
face covering, ensuring that students have a robust process for self-monitoring/reporting COVID-
19 symptoms. They should limit their exposure to others during their 14 days after travel. If these
mitigating factors can be implemented, a 14-day quarantine for international students would not
be recommended.”
Required
❏ Provide specific plan details and adjustments in Operational Blueprints that address staff and
student safety, which includes how you will approach:
● Contact tracing
● The intersection of cohort designs in residential settings (by wing or common restrooms)
with cohort designs in the instructional settings.
● Quarantine of exposed staff or students
● Isolation of infected staff or students
● Communication and designation of where the “household” or “family unit” applies to your
residents and staff
❏ Review and take into consideration CDC guidance for shared or congregate housing:
● Not allow more than two students to share a residential dorm room unless alternative
housing arrangements are impossible
● Ensure at least 64 square feet of room space per resident
● Reduce overall residential density to ensure sufficient space for the isolation of sick or
potentially infected individuals, as necessary;
● Configure common spaces to maximize physical distancing;
● Provide enhanced cleaning;
● Establish plans for the containment and isolation of on-campus cases, including
consideration of PPE, food delivery, and bathroom needs.
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Recommended
⇨ Stop or significantly reduce all weekly or monthly visitation or community exchange programs to
limit unneeded potential exposure.
⇨ Create clear communication protocols and practices for students with families and from the school
with families to keep them regularly engaged and updated.
Exception
K-12 boarding schools that do not meet the Advisory Metrics (Section 0) may operate, in consultation
with their Local Public Health Authority, provided that:
❏ They have a current and complete RSSL Blueprint and are complying with Sections 1-3 and any other
applicable sections, including Section 2L.
❏ The school maintains a fully-closed residential campus (no non-essential visitors allowed), and
normal day school operations are only offered remotely through distance learning.
❏ There have been no confirmed cases of COVID-19 among school staff or students in the past 14
days.
❏ Less than 10% of staff, employees, or contracts (in total) are traveling to or from campus. Staff in
this designation will:
● Limit travel to essential functions.
● Carefully monitor their own health daily and avoid coming to campus at any potential
symptom of COVID-19.
❏ Any boarding students newly arriving to campus will either:
● Complete a quarantine at home for 14 days* prior to traveling to the school, OR
● Quarantine on campus for 14 days.*
* A 14-day quarantine is the safest option to prevent the spread of COVID-19 to others.
However, in either option above, for boarding students who have not developed any symptoms,
schools may consider ending quarantine after 10 days without any testing, or after 7 days with a
negative result on a COVID-19 viral test collected within 48 hours before ending quarantine,
unless otherwise directed by the local public health authority (LPHA).
❏ Student transportation off-campus is limited to medical care.
2m. School Emergency Procedures and Drills
Required
❏ In accordance with ORS 336.071 and OAR 581-022-2225 all schools (including those operating a
Comprehensive Distance Learning model) are required to instruct students on emergency
procedures. Schools that operate an On-Site or Hybrid model need to instruct and practice drills on
emergency procedures so that students and staff can respond to emergencies.
● At least 30 minutes in each school month must be used to instruct students on the
emergency procedures for fires, earthquakes (including tsunami drills in appropriate zones),
and safety threats.
● Fire drills must be conducted monthly.
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● Earthquake drills (including tsunami drills and instruction for schools in a tsunami hazard
zone) must be conducted two times a year.
● Safety threats including procedures related to lockdown, lockout, shelter in place and
evacuation and other appropriate actions to take when there is a threat to safety must be
conducted two times a year.
❏ Drills can and should be carried out as close as possible to the procedures that would be used in an
actual emergency. For example, a fire drill must be carried out with the same alerts and same routes
as normal. If appropriate and practicable, COVID-19 physical distancing measures can be
implemented, but only if they do not compromise the drill.
❏ When or if physical distancing must be compromised, drills must be completed in less than 15
minutes.
❏ Drills shall not be practiced unless they can be practiced correctly.
❏ Train staff on safety drills prior to students arriving on the first day on campus in hybrid or face-to-
face engagement.
❏ If on a hybrid schedule, conduct multiple drills each month to ensure that all cohorts of students
have opportunities to participate in drills (i.e., schedule on different cohort days throughout the
year).
❏ Students must wash hands with soap and water for 20 seconds or use an alcohol-based hand
sanitizer with 60-95% alcohol after a drill is complete.
Recommended
⇨ Work with local emergency personnel to request what modifications to scheduled drills can be
made to limit frequency in a pandemic year.
⇨ Pay attention to the social-emotional impact safety drills; talk to students ahead of time and
debrief afterwards.
⇨ Communicate with families about upcoming safety drills (without giving specific times and dates)
and after the safety drill so that families can prepare for, process, and review drills at home.
⇨ Provide hand sanitizer after going out through the doors and after coming back into the building,
while conducting a drill.
⇨ Work with local emergency personnel to review evacuation routes and class evacuation spots to
ensure as much physical distancing as possible. This may include identifying additional routes to
allow physical distancing between cohorts of students during an evacuation.
⇨ For schools using Comprehensive Distance Learning or a hybrid model, consider a virtual fire drill
with families to practice home evacuation drills. Safety planning involving students in a virtual
classroom might include having teachers asking students who they would call in case of an
emergency. They could discuss where they planned to drop, cover, and hold on. As an assignment,
teachers might suggest that students and their families develop an emergency contact list and post
the list on the refrigerator.
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2n. Supporting Students who are Dysregulated, Escalated, and/or Exhibiting
Self-Regulatory Challenges
Proactive planning will assist schools and educators when students present new or challenging
behaviors during in-person instruction under the public health and safety protocols in this guidance.
School teams must consider a wide range of plans and tools when providing support and instruction for
expected behaviors and consistent self-regulation to ensure health and safety requirements continue to
be met.
Required
❏ Utilize the components of Collaborative Problem Solving12 or a similar framework to continually
provide instruction and skill-building/training related to the student’s demonstrated lagging skills13.
❏ Take proactive/preventative steps to reduce antecedent events and triggers within the school
environment.
❏ Be proactive in planning for known behavioral escalations (e.g., self-harm, spitting, scratching,
biting, eloping, failure to maintain physical distance). Adjust antecedents where possible to
minimize student and staff dysregulation. Recognize that there could be new and different
antecedents and setting events with the additional requirements and expectations for the 2020-21
school year.
❏ Establish a proactive plan for daily routines designed to build self-regulation skills; self-regulation
skill-building sessions can be short (5-10 minutes), and should take place at times when the student
is regulated and/or is not demonstrating challenging behaviors.
❏ Ensure all staff are trained to support de-escalation, provide lagging skill instruction, and implement
alternatives to restraint and seclusion.
❏ Ensure that staff are trained in effective, evidence-based methods for developing and maintaining
their own level of self-regulation and resilience to enable them to remain calm and able to support
struggling students as well as colleagues.
❏ Plan for the impact of behavior mitigation strategies on public health and safety requirements:
Scenario Public Health and Safety Response due to COVID-19
Student elopes from area If staff need to intervene for student safety, staff should:
● Use empathetic and calming verbal interactions (i.e. “This
seems hard right now. Help me understand… How can I
help?”) to attempt to re-regulate the student without
physical intervention.
● Use the least restrictive interventions possible to maintain
physical safety for the student and staff.
● Wash hands after a close interaction.
● Note the interaction on the appropriate contact log.
12
See this site for an overview of Collaborative Problem Solving.
13 In the CPS framework, lagging skills are the reasons that a child is having difficulty meeting expectations or responding
adaptively to triggers. Specific lagging skills can be assessed using the Collaborative Problem Solving Assessment & Planning
Tool - Likert Scale (CPS-APT) or the Assessment of Lagging Skills and Unsolved Problems (ALSUP).
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*If unexpected interaction with other stable cohorts occurs, those
contacts must be noted in the appropriate contact logs.
Student engages in behavior If students leave the classroom:
that requires them to be ● Preplan for a clean and safe alternative space that
isolated from peers and maintains physical safety for the student and staff
results in a room clear. ● Ensure physical distancing and separation occur, to the
maximum extent possible.
● Use the least restrictive interventions possible to maintain
physical safety for the student and staff.
● Wash hands after a close interaction.
● Note the interaction on the appropriate contact log.
*If unexpected interaction with other stable cohorts occurs, those
contacts must be noted in the appropriate contact logs.
Student engages in physically If staff need to intervene for student safety, staff should:
aggressive behaviors that ● Maintain student dignity throughout and following the
preclude the possibility of incident.
maintaining physical distance ● Use empathetic and calming verbal interactions (i.e. “This
and/or require physical de- seems hard right now. Help me understand… How can I
escalation or intervention help?”) to attempt to re-regulate the student without
techniques other than physical intervention.
restraint or seclusion (e.g., ● Use the least restrictive interventions possible to maintain
hitting, biting, spitting, kicking, physical safety for the student and staff
self-injurious behavior). ● Wash hands after a close interaction.
● Note the interaction on the appropriate contact log.
*If unexpected interaction with other stable cohorts occurs, those
contacts must be noted in the appropriate contact logs.
❏ Ensure that spaces that are unexpectedly used to deescalate behaviors are appropriately cleaned
and sanitized after use before the introduction of other stable cohorts to that space.
Recommended
⇨ Anticipate and counsel both staff and students about stress reactions. Emotional distress is common
in the context of uncertain and potentially life-threatening situations, such as outbreaks.
○ A good first step for mitigating your students’ stress is to acknowledge that it exists and help
normalize it. (“I see that you’re stressed, and that’s understandable. Many people are feeling
this way right now. Can you help me understand what’s hard right now? How can I help you?”)
○ Teach students to recognize the signs of distress, including worry, fear, insomnia, difficulty
concentrating, interpersonal problems, avoiding certain situations at work or in daily living, and
unexplained physical symptoms. This will help them become more aware of the state of their
mental health and head off distress before it becomes harder to manage.
○ Discuss, train and model strategies to reduce distress, which can include:
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■ Being prepared (e.g., developing a personal/family preparedness plan for the
outbreak).
■ Taking everyday preventive measures (e.g., frequent handwashing).
■ Maintaining a healthy diet and exercise regimen.
■ Talking to loved ones about worries and concerns.
■ Engaging in hobbies and activities you enjoy to improve your mood
■ Learning one’s own preferred regulation/calming activities and how to request
access to these when needed, i.e., rocking, drawing, listening to music,
breathing techniques.
⇨ Develop clear and consistent school- or district- wide expectations for staff around supporting
students who are exhibiting challenging behavior.
⇨ Develop proactive classroom routines that are meant to establish -self-regulation upon arrival - use
of rhythm, routines, rituals, etc. Doing whole-class regulatory activities can create and increase co-
regulation among peers, as well as between staff and students.
⇨ Limit physical interactions with students wherever possible, and provide staff development around
evidence-based verbal techniques that are empathetic and calming.
⇨ Review and update individualized student support plans (e.g., Functional Behavioral
Assessment/Behavior Intervention Plan, Behavior Support Plans) to consider removal of operant
techniques that may trigger behavioral escalations, and to include identified infection control risks
and measures to be taken prior to any physical restraint intervention.
⇨ Develop predictable routines and proactive self-regulatory practices, particularly for students with
trauma history, that are utilized with consistency to minimize behavioral escalations that require
significant intervention.
⇨ In the case of escalation or distress, validate student’s emotions and feelings with empathy and
reassurance while reorienting them to exhibit previously identified, taught, and practiced re-
regulation activities or replacement behaviors.
⇨ Ignore minor challenging behaviors that could result in a power struggle and escalate into a situation
where it is much harder to maintain health and safety requirements. Where needed, interventions
should be intentionally planned in a manner that doesn’t place the student or staff at an increased
risk of infection.
2o: Protective Physical Intervention
Restraint and COVID-19: the following guidelines should be used in conjunction with regulations
outlined in OAR 581-021-0556. Use a positive student-centered approach and only utilize restraint if the
student’s behavior imposes a reasonable risk of imminent and substantial physical or bodily injury to the
student or others and less restrictive interventions would not be effective. Be mindful that seeing staff
put on protective equipment or staff wearing protective equipment can further escalate a situation.
It is critical that physical restraint is kept to the minimum necessary. Managing acute disturbance in the
context of COVID-19 infection risk is underpinned by ensuring it is the least restrictive, that it is trauma
informed, and does not create difficulties and or flashpoints that could otherwise have been avoided.
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Required
❏ In accordance with ORS 339.291, ORS 339.300, and OAR 581-015-2556, if restraint or seclusion is
used on a student, it must be imposed by personnel who are trained in approved restraint or
seclusion programs, or by other personnel who are otherwise available in the case of emergency
circumstance. Staff may engage in close contact (less than 6 feet of physical distance) with no more
than two other individuals on a given day for the purposes of assessing physical skills associated
with required training components of approved programs, under the following conditions:
Only participants and trainers are allowed to be present for these sessions.
Participants and trainers must be screened for symptoms associated with COVID-19 prior to
the start of each session. Anyone exhibiting symptoms, by visual screening or self-report,
shall not participate in training at that time.
All participants and trainers must wash their hands immediately prior to and following direct
physical contact with another person.
All people in close contact for this purpose must wear:
A surgical mask and face shield or follow CDC guidance to improve how your
mask protects you.
Gloves
Strive to wear other PPE to the extent feasible, including a gown.
Minimize the amount of time training participants are within 6 feet of physical distance. For
example: It is better to limit time within 6 feet to 5 and no more than 15 minutes and
spacing back out before training on another practice than to be within 6 feet for a longer
duration of time.
Maintain 6 feet at all other times not actively training at closer proximity.
❏ Reusable Personal Protective Equipment (PPE) must be cleaned and disinfected following the
manufacturer’s recommendation, after every episode of physical intervention (see section 2j.
Cleaning, Disinfection, and Ventilation). Single-use disposable PPE must not be re-used.
Recommended
⇨ Alternatives to restraint and seclusion should be explored by the public education program.
Collaborate with the approved restraint training provider to inquire if they have made training
modifications or updates that incorporate PPE and physical distancing.
⇨ Limiting Risk of Infection Prior to a Restraint
○ Staff should frequently wash hands and wear face covering.
○ Assign an additional staff member to monitor the restraint and be prepared to “switch out” in
the event that protective equipment must be altered or adjusted. Only staff required for safe
restraint should be involved.
○ Avoid long and extended physical holds.
⇨ Limiting Risk of Infection during a Restraint
○ Utilize positive, student centered prevention practices to minimize safety responses involving
physical intervention, such as restraint.
○ Consider use of additional Personal Protective Equipment, including goggle-type eye protection,
medical-grade face masks, and protective gloves if they can be used while maintaining the
safety and dignity of the student.
○ Keep hands clear of eyes, mouth, and nose of self and others.
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7.5.2 50
○ Relieve first responders not wearing appropriate protective equipment as soon as possible.
⇨ Limiting Risk of Infection after a Restraint
○ Remove and dispose of or clean protective equipment immediately in the proper manner.
○ Do not touch faces and limit hard surface contact before immediately washing hands.
○ Keep a change of clothing available in cases where staff clothing becomes contaminated.
○ Follow all required debriefing and reporting procedures for the restraint once all health and
safety issues have been addressed.
⇨ Additional Resources
○ Clinical Guidance for NHS Scotland: Using Physical Restraint with Confirmed or Suspected
COVID-19
○ Safety-Care® Standards and Recommendations Regarding Coronavirus Disease
○ Crisis Prevention Institute: De-escalation Tips in Light of Coronavirus Anxiety
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7.5.2 51
3. Response to Outbreak
In coordination with the required Communicable Disease Management Plan (see section 1a), all
Operational Blueprints for fall On-Site and Hybrid instruction must include a school’s response to
outbreak. This is also true for any schools in offering Comprehensive Distance Learning who elect to
offer some Limited In-Person Instruction. In the event that there is a single positive case or a cluster of
cases of COVID-19, schools and districts must partner with the Local Public Health Authority (LPHA) who
will work to support them on ongoing COVID-19 mitigation efforts. Keep in mind the multiple ways
families live together with specific care for multigenerational families.
3a. Prevention and Planning
Required
❏ Review the “Planning for COVID-19 Scenarios in Schools” toolkit.
❏ Coordinate with Local Public Health Authority (LPHA) to establish communication channels related
to current transmission level.
3b. Response
Required
❏ Review and utilize the “Planning for COVID-19 Scenarios in Schools” toolkit.
❏ Ensure continuous services and implement Comprehensive Distance Learning.
❏ Continue to provide meals for students.
3c. Recovery and Reentry
Required
❏ Review and utilize the “Planning for COVID-19 Scenarios in Schools” toolkit.
❏ Clean, sanitize, and disinfect surfaces (e.g. door handles, sink handles, drinking fountains, transport
vehicles) and follow CDC guidance for classrooms, cafeteria settings, restrooms, and playgrounds.
❏ When bringing students back into On-Site or Hybrid instruction, consider smaller groups, cohorts,
and rotating schedules to allow for a safe return to schools.
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4. Equity
Note: Private schools are not required to comply with this section.
This equity section articulates principles for schools and districts to consider when planning for the
2020-21 school year. It is critical to reinforce equity at the center of this work, not as a separate
endeavor or removed from a holistic view. All levels of the educational system must collaborate on
solutions and strategies to support students’ long-term success and wellbeing. This collective effort
must leverage the assets, roles, and strengths of children, families, and educators. This effort must also
deepen relationships with community partners, school districts, educational association leaders, state
and local leaders, tribal nations, and business and industry partners. Guided by a shared approach and
leading with a mindset of innovation and creativity, Oregonians will learn from each other, develop
promising ideas and practices, and harness new ways of relating in a landscape not seen before.
To live into an equity stance, Oregon schools must heighten attention to groups of students who bear
the burden of an inequitable health and educational system. Through all of this work, educators must
recognize the strengths and meet the needs of students of color, including students who are African-
American/Black, Alaska Native and American Indian, Asian Pacific Islander, Refugee, Latino/a/x, Compact
of Free Association (COFA) citizens, students who are emergent bilinguals (English Learners), students of
migrant and farmworker families, students experiencing disability, students who are LGBTQ2SIA+,
students in foster care, students who have an incarcerated loved one, students experiencing
houselessness, and students navigating poverty. It is not enough to make statements about equity
without following those statements with concrete actions. Equity must live at the heart of every
decision and every action in service of students.
4a. Principles in Action14
Recognize the disproportionate impact of COVID-19 on Black, American Indian/Alaska Native, and
Latino/a/x, Pacific Islander communities; students experiencing disabilities; and students and families
navigating poverty. It is appropriate and necessary to offer more heightened and focused support to
students and staff from these communities. It matters to learn the differential impacts of COVID-19 in
particular communities. For example, the workplaces with the largest outbreaks are the prison system
and food/agricultural sites which deeply impacts particular communities, including students.
Required
❏ Review and apply the school’s equity stance, principles, and/or commitment.
❏ Ensure that no student is subjected to discrimination, as defined in ORS 659.850 and by rule based
on race, color, religion, sex, sexual orientation, national origin, marital status, age, disability. EO 20-
29 specifically states that ORS 659.850 must be complied with to continue to receive SSF. The
protected classes listed are directly from this statute.
14 Principles in Action informed by “Guidance on Culturally Responsive-Sustaining Remote Education: Centering Equity,
Access, and Educational Justice,” Dr. David Kirkland, 2020, NYU Steinhardt.
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7.5.2 53
Recommended
⇨ Secure partners and resources to respond to the basic needs of students and families (e.g., food,
shelter, clothing, mental/social/emotional health supports) and the needs of students and families
to access online learning (e.g., digital devices, hot spots, technology support).
⇨ Apply an equity lens15 and assess the impact of the spring 2020 school closure on students and
families through community forums, surveys, conversations, virtual home visits, formal and informal
assessments, and any other relevant sources of information.
⇨ Provide differentiated learning opportunities for students who had limited or no access to
instruction during the spring 2020 school closure. This may look like assigning a learning mentor or
coach, additional check-ins, supplemental learning supports, and instructional support for emergent
bilingual students.
⇨ Strategically pair educators who infuse culturally responsive and sustaining practices with students
who will benefit most from instruction that centers student identity, builds intellectual capacity, and
develops academic mindsets.
⇨ Mitigate risks for immigrant students and families who may be undocumented. For example, for any
protocol requiring student identification, consider using secure student school IDs in lieu of student
names. Where possible, have trusted community members help in the first weeks of school to greet
families at the door and demonstrate how the protocol and contact tracing work, including
discussing the specific information gathered.
Communities and families are strong and resilient while facing intense adversity. Recognizing,
centering, and supporting their strengths and gifts is best practice.
Recommended
⇨ Hold students at the center: Start every meeting by sharing a student name (where appropriate
confidentiality can be maintained) or a story of a student who will be held at the forefront as
decision making occurs. Who are the students who did not engage in spring 2020 distance learning?
Are there students who have lost a family member? Name the barriers to engagement in school that
the student may be experiencing due to COVID-19.
⇨ Facilitate processes like empathy interviews with students, families, and community to better
understand their experiences with the spring 2020 school closure and COVID-19, and amplify their
gifts, stories, and experiences.
⇨ Provide counter narratives to biased representations of race, culture, gender, abilities, and poverty.
For example, use the simple protocol outlined in Culturally Responsive Teaching and the Brain.
Challenge the narrative around COVID-19, notice and name deficit representations, and deepen the
counter narrative through literature.
⇨ Implement and offer continued support for programs and affinity groups that build on student
strengths (e.g., Biliteracy Seal, Title VI Indian Education Programs, and clubs such as MEChA, Black
Student Unions, and LGBTQ2SIA+ focused groups).
15 Link to Oregon’s Education Equity Lens
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⇨ Learn more about the ways communities gathered in the past and how those rituals and traditions
matter. COVID-19 has highlighted the importance of collectivism and interdependence for the
collective wellbeing of communities.
⇨ Replace deficit language (e.g., needs, struggles, gaps) with asset-based language (e.g., strengths,
opportunities, talents).
Meaningful, reciprocal relationships are essential for learning and wellbeing.
Recommended
⇨ Create healing and relationship-building norms, such as community and restorative circles (virtual or
physically distanced), mindfulness, and social emotional learning activities. Respond to trauma and
collective grieving as it arises. These routines should continue in any of the learning models
including Comprehensive Distance Learning.
⇨ Invest in differentiated learning opportunities and supports for staff across various identities and
roles that focus on building relationships, social emotional wellness, and navigating differences
across culture, power, and privilege.
⇨ Recognize that COVID-19 impacts staff differently based on their race, age, culture, role, etc. Pay
attention to all levels of the system and invest in needed support to center relationships and care.
Be aware of how class and race shape one’s ability to limit their exposure to COVID-19, considering
the frontline workers.
⇨ Develop students’ abilities to connect across cultures by affirming racial and cultural identities and
creating opportunities for students to learn from each other and with each other.
All students benefit from culturally responsive and sustaining instruction.
Recommended
⇨ Invest in professional learning for all staff in culturally responsive-sustaining instruction, anti-bias
and anti-racist teaching, and trauma-informed, healing processes. Raise staff awareness of how
racism and stigmatization have increased, particularly toward Asian and Asian American
communities, and develop capacity to speak up against racism and xenophobia (see Culturally
Sustaining Pedagogies; We’ve Got This: Equity, Access, and the Quest to Be Who Our Students Need
Us to Be; How to Respond to Coronavirus Racism; Culturally Responsive Teaching and the Brain).
⇨ Support student-centered, and project-based educational experiences that ignite student agency,
identity, and voice.
⇨ Invite multiple voices representing non-dominant perspectives to contribute to the curriculum
(through story, song, poetry, text, artifacts, or presentation) in ways that honor student identity,
history and culture.
⇨ Create learning opportunities that address white privilege and the dismantling of white supremacy.
Health for all students requires deepening dominant groups’ equity consciousness.
⇨ Prioritize supporting and retaining educators from culturally and linguistically diverse backgrounds;
specifically educators who identify as Black, Indigenous, and/or people of color and educators who
are trained in areas of culturally sustaining content.
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7.5.2 55
4b. Decision Making that Centers Equity
As part of the need to infuse equity throughout all decision-making and school-planning processes, ODE
has developed decision tools designed to support teachers, school, and district leaders as they navigate
hundreds of decisions and dilemmas that have implications for communities, families, and students.
The decision tool includes three connected resources:
● The “Decision Tree” offers an inventory of starting conditions and five questions to support leaders
when making complex decisions. It can help leaders spot patterns or gaps in their thought processes
or point them to the use of the other two decision tools.
● The collection of “Deepening Questions” offers leaders prompts to reveal what may be underneath
core decision-making challenges.
● The “Consultancy Protocol” is adapted from the School Reform Initiative and provides leaders a
resource to work through the most difficult design dilemmas.
5. Instruction
Note: Private schools are not required to comply with this section.
Planning for ways to maximize learning for the 2020-21 school year will be essential. This section
provides high level guidance on design features for instruction.
5a. Instructional Time
Oregon’s ability to guarantee student learning time has never mattered more. As we work to prioritize
student learning in the coming school year, a common approach to instructional time requirements that
apply across every instructional model and to every public school district, public charter school, and
virtual public charter school are critical. For the 2020-21 school year, districts must comply with the
instructional time requirements in OAR 581-022-2320, and may wish to include up to 90 hours for staff
professional development and up to 90 hours for parent teacher communication in their instructional
time calculations. These additional allowances are included in OAR 581-022-0104.
Instructional time is defined in OAR 581-022-0102 as:
● Time during which students are engaged in regularly scheduled instruction, learning activities, or
learning assessments that are designed to meet Common Curriculum Goals and academic
content standards required by OAR 581-022-2030, and are working under the direction and
supervision of a licensed or registered teacher, licensed CTE instructor, licensed practitioner, or
Educational Assistant who is assigned instructionally related activities and is working under the
supervision of a licensed or registered teacher as required by OAR 581-037-0015.
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7.5.2 56
Instructional time shall include:
● Time that a student spends traveling between the student’s school and a CTE center, internship,
work experience site, or post-secondary education facility;
● Up to 90 hours of professional learning (pending State Board of Education action);
● Up to 90 hours of parent/family training and support, communication, and parent/teacher
conferences (pending State Board of Education action);
● Time that a student spends in statewide performance assessments;
● Up to 15 minutes each day of the time that a student spends consuming breakfast in the
classroom if instruction is being provided while the student is consuming breakfast;
● Up to 60 minutes of daily recess in K-3;
● Instructional time shall not include time that a student spends passing between classes, at
recess (4-12), in non-academic assemblies, on non-academic field trips, participating in optional
school programs, or in study periods or advisory periods where attendance is not required and
no instructional assistance is provided.
Required
❏ Meet the Division 22 instructional time rules for School Year 2020-21 as outlined in OAR 581-022-
232016 and OAR 581-022-0104.
❏ For students participating in Comprehensive Distance Learning or Hybrid Instructional Models, at
least 50% of instructional time (as defined above) must meet the criteria for teacher-facilitated
learning.
● Teacher-facilitated learning is a synchronous (either on-site or off-site) or an asynchronous
learning experience planned and guided by a licensed teacher (or, possibly, a registered teacher
in a charter school). The experience is structured to develop, deepen, and assess new
knowledge and understanding relative to academic content standards. Teacher-facilitated
learning is often used when the teacher is planning for all students to have a common
experience related to specific learning targets. Teacher-facilitated learning may be accomplished
asynchronously through learning management systems, teacher-produced videos, or learning
packets, each being structured to create strong learning progressions. Synchronous
opportunities must be provided daily and may include full group instruction, peer interaction,
two-way communication (e.g. phone calls), small group breakouts, or individual office hours.
■ Teacher-facilitated learning may include time that supports students beyond the
core instruction, including specially designed instruction, language instruction,
or specific services under ESSA or IDEA.
● Applied learning experiences allow for students to apply knowledge and skills that extend from
the teacher-facilitated learning. Students have access to instructional support during applied
learning activities, provided by educational assistants, teachers, and/or related service
providers. These learning experiences are intentionally designed by the teacher to meaningfully
deepen student engagement, allow for peer interaction, and to support family and community
involvement. Applied learning experiences likely require scaffolding and supports so that
students are able to engage with them independent of teacher or adult support. Applied
learning experiences must be designed to support independent learning routines, independent
16 Due to potential ongoing disruptions in learning due to COVID-19, there may be future modifications to Division 22
requirements.
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7.5.2 57
practice, and independent application of skills or learning. As with a typical school year,
homework assignments are not considered as instructional minutes.
❏ Communicate teacher-facilitated learning time and daily school schedules/routines with staff,
families, and students.
❏ For students participating in Comprehensive Distance Learning models or Hybrid models, provide
designated educator “office hours” to ensure consistency and access to students and families.
“Office hours” indicate when each teacher will be accessible (online or via telephone) for
consultation.
❏ For students participating in Comprehensive Distance Learning models or Hybrid models, provide
frequent and regular opportunities for students to interact with their teacher(s) and peers.
Recommended
⇨ Provide additional professional development opportunities to staff, who will likely be learning new
health and safety protocols, modifying curricula for online delivery, and developing new modes for
providing feedback to students.
⇨ Incorporate additional parent guidance and support, communication, and parent/teacher
conferences (virtual and/or in-person) in order to develop and sustain relationships with parents,
who are critical partners in learning.
⇨ Support educators with resources like Google Voice or connecting to their school phone so they do
not need to use their personal telephone/cell.
⇨ Consider implications of screen time as it relates to instructional time, working to balance
interactions and consider limiting time for younger students on devices.
⇨ Consider the environments and ages of the learners when planning instructional time, activities, and
connections.
⇨ Continue to provide well-rounded education (health, arts, CTE, physical education, music, etc.),
while monitoring progress through academic content standards in English language arts, math,
science, and social science.
⇨ Consider how specially designed instruction (SDI) can be included in instructional time through
intentional design and planning (i.e., co-teaching).
5b. Instructional Models
There are three instructional models for schools in the 2020-21 school year: On-Site, Hybrid, and
Comprehensive Distance Learning. All requirements in this document, Division 22 requirements, and
provisions of FAPE continue to apply to each of the instructional models described below. Planning
Considerations for Section 5b. Instructional Models are included in Figure 5: Requirements and
Recommendations by Instructional Model below.
Instructional Model Selection
Schools select an instructional model based on multiple factors including but not limited to: local COVID-
19 status, school facility capacity, staffing capacity, operational capacity, needs of high- risk students and
staff, available space, student enrollment, budget, technology capabilities, and input from staff,
students, family, and community members.
All schools should be prepared for Comprehensive Distance Learning in the event of emergency closure,
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7.5.2 58
in response to an outbreak, or in the case where the local decision is made to operate in CDL based on
advisory health metrics.17
Instructional Models: Definitions and Requirements
Each instructional model offers different possibilities and constraints. Districts are encouraged to
employ the benefits of each model to prioritize student mental, social and emotional health, and
academic learning needs. It is possible schools may need to employ different instructional models
throughout the course of the 2020-21 school year as factors and contexts shift related to COVID-19.
Figure 2: Instructional Models for the 2020-21 School Year
PDF version of Figure 2
On-Site Instructional Model: All students have access to in-person instruction in accordance with public
health requirements. This model is closest to how schools operated prior to the statewide school closure
to in-person instruction. The On-Site instructional model exclusively delivers educational services to
students every-day, all-day in ways that are similar to pre-COVID models of delivery while meeting
17 Public charter schools should ensure their instructional model selection does not conflict with the requirements of the
charter contract. Sponsors and charter schools may consider adopting amendments or other written agreements to allow
the charter school flexibility with their instructional models.
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7.5.2 59
instructional time requirements. If any instructional time (either teacher-facilitated learning or applied
learning) is delivered remotely or off-site, it is a Hybrid model.
Required
❏ Provide access to nutrition/meal service for all eligible students, including students not on-site (this
applies to school sites that offered meal service prior to March 2020).
❏ Plans and practices must ensure student engagement/participation, mental, social, and emotional
health supports, curriculum aligned to grade-level academic content standards, assessment for
learning, alignment with Division 22 requirements, full provision of FAPE, full provision of learning
supports for students who qualify for English Language Development (ELD), and full provision of
learning supports for students who qualify for Talented and Gifted (TAG).
❏ Plan for students who are in or have household members in high-risk populations, students who are
excluded due to health concerns, or those who are asked to remain home due to public health
concerns using a comprehensive distance learning instructional model.
● Consider including these students synchronously with on-site instruction through online
meeting platforms to maintain peer interactions and connections.
❏ Plan for Comprehensive Distance Learning in the event of a COVID-19 outbreak or other breaks in
instruction that may occur due to other factors (snow days, natural disasters, etc.) so that
continuous service is provided for students.
Hybrid Instructional Model: A hybrid instructional model blends in-person and off-site learning, with
offline and online/ digital curricula and materials, in order to honor student and staff safety while
meeting instructional hours requirements.
For purposes of definition, the Hybrid instructional model includes any design or operational blueprint
that is not fully On-Site and in-person (with all students attending on-site every day) or fully in
Comprehensive Distance Learning. Hybrid models allow districts to adjust for multiple variables and
continue to access on-site instruction to the greatest extent possible while meeting public health
requirements. An On-Site instructional model becomes a Hybrid instructional model when any portion
of instructional time used to meet instructional hours requirements is delivered in a distance learning
format. Hybrid instructional models require prioritization of on-site learning activities and
determinations regarding key elements of successful content delivery and engagement from a distance.
Equity considerations should be central when delivering a hybrid instructional model. The same quality
and consistency of instruction and attention should be present in both on-site and off-site models, while
prioritizing student groups who have historically experienced academic disparities and currently face
COVID-related challenges. Requirements for the Hybrid Instructional Model reference information in
both Ready Schools, Safe Learners (RSSL) and Comprehensive Distance Learning (CDL) guidance.
Examples of a Hybrid Instructional Model
Hybrid instructional models are any structure of learning that blend on-site/in-person learning with off-
site/online/digital or distanced offline learning and allow for a variety of creative and flexible designs.
Examples of this include, but are not limited to:
● All students attend school on-site for 4 days/week and participate in off-site learning 1
day/week.
● Students are divided into two cohorts, one of which attends school on-site on Mondays and
Thursdays, while the second attends school on-site on Tuesdays and Fridays. Everyone is off-
site on Wednesdays.
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● Some students attend school on-site while others engage in remote/off-site learning (e.g., some
students engage in all on-site instruction, while others engage in all off-side learning by familial
choice).
● Some students attend school on-site 1 day/week for select classes or activities and off-site the
rest of the week, while other students attend school off-site each day of the week.
Required
❏ For any in-person learning:
● Review the recommendations for Section 0. Advisory Health Metrics for Returning to In-
Person Instruction
● Follow the health and safety protocols in the following sections: Section 1. Public Health
Protocols, Section 2. Facilities and School Operations and Section 3. Response to
Outbreak.
● Follow Ensuring Equity & Access: Aligning Federal and State Requirements.
❏ For any off-site learning:
● Comprehensive Distance Learning Requirements apply.
● Plan for students in high-risk populations, students who are excluded due to health
concerns, or those who are asked to remain home due to public health concerns using a
Comprehensive Distance Learning instructional model.
○ Consider including these students synchronously with on-site instruction
through online meeting platforms to maintain peer interactions and
connections.
● Follow Ensuring Equity and Access: Aligning Federal and State Requirements.
❏ For both on-site and off-site learning, the following applies:
● From RSSL: Section 4. Equity; Section 5. Instruction; Section 6. Family, Community,
Engagement; Section 7. Mental, Social, and Emotional Health; Section 8. Staffing and
Personnel.
● Plans and practices must ensure student engagement/participation, mental, social, and
emotional health supports, curriculum aligned to grade-level academic content
standards, assessment for learning, alignment with Division 22 requirements, federal
title programs under ESSA including the full provision of FAPE, full provision of learning
supports for students who qualify for English Language Development (ELD), and full
provision of learning supports for students who qualify for Talented and Gifted (TAG).
● Provide access to nutrition/meal service for all eligible students, including students not
on-site (this applies to school sites that offered meal service prior to March 2020).
❏ Plan for Comprehensive Distance Learning in the event of a COVID-19 outbreak or other breaks in
instruction that may occur due to other factors (snow days, natural disasters, etc.) so that
continuous service is provided for students.
Recommended
⇨ Inventory, where applicable, technology and devices to support rapid deployment if necessary.
⇨ To the extent possible, maximize synchronous learning opportunities.
⇨ Where connectivity capacity is limited or unavailable, maximize educator:student interface through
other means to ensure relational context of learning.
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Comprehensive Distance Learning Model: To signal a shift in expectations and quality (made possible by
continuous improvement, along with more time to plan, prepare, and practice), the term
Comprehensive Distance Learning is used for the purposes of this guidance. Comprehensive Distance
Learning includes limited in-person instruction for CTE and other specialized programs. ODE’s updated
Comprehensive Distance Learning guidance provides additional requirements and considerations for
schools when planning for distance learning.
Any effort to provide off-site or remote learning in 2020-21 requires in-depth and robust planning. For
all districts, regardless of instructional model, Comprehensive Distance Learning may become a reality
upon a COVID-19 outbreak during the 2020-21 school year. Regardless of which instructional model
schools begin with, districts must plan for CDL in the event of an outbreak so that continuous service is
provided to students.
In the event that a Local Public Health Authority (LPHA) determines a need for school closures in
response to an outbreak, schools operating under On-Site or Hybrid instructional models will shift
immediately to Comprehensive Distance Learning (CDL). Within four weeks of a model shift from On-Site
or Hybrid to Comprehensive Distance Learning all CDL requirements apply. This allows for an
implementation window as schools adjust to meeting the full scope of CDL, while providing continuous
service and learning for students.
Required
❏ Plans and practices must ensure student engagement/participation, mental, social, and emotional
health supports, curriculum aligned to grade-level academic content standards, assessment for
learning, alignment with Division 22 requirements, full provision of FAPE, full provision of learning
supports for students who qualify for English Language Development (ELD), and full provision of
learning supports for students who qualify for Talented and Gifted (TAG).
❏ Students served under federal programs (e.g. Title I, IC, Title III, Title IV, Title VI, and IDEA) must
receive the majority of services with Teacher-Facilitated instruction.
❏ Review and adhere to the requirements in Equity and Access: Aligning Federal and State
Requirements.
See the Comprehensive Distance Learning Requirement Overview for a full list of requirements for CDL.
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Figure 3: Requirements and Recommendations By Instructional Model
PDF version of Figure 3
5c. Learning Day, Instructional Schedule, and Academic Calendar
For On-Site Instructional models, prior scheduling and calendaring practices may be maintained. Schools
and districts operating the On-Site instructional model should be informed by the requirements and
recommendations presented.
For any Hybrid Instructional Model or Comprehensive Distance Learning, ODE is establishing the
following definitions and guidance:
Learning Day
Students benefit from consistent routines, connections, purposeful instruction, quality engagement,
well-rounded learning activities, nutrition breaks, play, physical activity and outdoor time. As the
building block for the full arc of a student’s school year, a learning day must include teacher-facilitated
learning time, applied learning, and time for adequate nutrition and wellness.
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Oregon’s educational context within a COVID-19 pandemic requires a shift in thinking about how
instruction is structured. The time educators spend directly interacting with students should be high
quality, focused on complex learning activities, and centered in student engagement. Learners will need
opportunities for guided learning with an educator, as well as opportunities to work with peers, families,
and community members to apply their learning and practice their skills.
The Learning Day Overview (below) provides a snapshot of the most essential components of a learning
day and encourages intentional design and thoughtful planning. A baseline for teacher-facilitated
learning time is required to meet the 50% teacher-facilitated threshold of Division 22 instructional time
requirements. The example below is based on a 165-day school year with five days of instruction per
week. In addition to teacher-facilitated learning, applied learning must occur in order to meet full
Division 22 instructional time requirements. Together, teacher-facilitated learning and applied learning
provide every student opportunity for direct instruction, guided instruction, and independent
practice. Students served under IDEA or ESSA must be included in regular classroom instructional
opportunities. This guidance does not remove the requirements for the Least Restrictive Environment.
Rather, schools and teams will need to integrate instruction, co-teach, utilize components of Universal
Design for Learning, or add additional time to students' instructional day to meet federal requirements.
Note: Depending on the instructional model, it may be more appropriate to consider teacher-facilitated
learning time on a weekly basis rather than daily.
Learning Day Overview
Grade Teacher- Facilitated Applied Learning Nutrition and Wellness
Level Learning* (snack, lunch, rest, connect,
(Daily/Weekly) time management)
Must not account for more than Does not count for
Must account for at 50% of Instructional Time Instructional Time
least 50% of
Instructional Time
K-3 2 hours, 20 minutes Daily/weekly Daily
per day 2 hours recommended
11 hours, 40 minutes
per week No Required Minimum
(Required Minimum)
4-8 2 hours, 30 minutes Daily/weekly Daily
per day 2 hours recommended
12 hours, 30 minutes No Required Minimum
per week
(Required Minimum)
9-11 2 hours, 50 minutes Daily/weekly Daily
per day 2 hours recommended
No Required Minimum
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14 hours, 10 minutes
per week
(Required Minimum)
12** 2 hours, 45 minutes Daily/weekly Daily
per day 2 hours recommended
13 hours, 45 minutes No Required Minimum
per week
(Required Minimum)
*Based on 165 day school year and a 5-day week (50% calculation based on dedicated instructional hours in Division 22; recess, professional
development, and parent/teacher conference allowance was subtracted prior to the calculation)
** Twelfth-graders typically follow established daily high school schedules, but end their school year earlier than students in Grade 9-11
Figure 4: Learning Day Overview
PDF version of Figure 4
Academic Calendar
School calendars are determined at the local level. Calendar adjustments could include:
● Earlier start date, longer winter and spring breaks and other longer breaks, and a later end date.
Intersessional breaks in addition to regular calendar can be used for:
o Credit-earning opportunities for grades 9-12, acceleration, or enrichment.
o Breaks required due to resurgence of COVID-19.
o Inclement weather and other emergency make-up days.
Recommended
⇨ Consider an intersessional calendar to provide flexibility and address learning loss and allow for
longer breaks dispersed throughout the year.
⇨ If financially feasible, consider adding more school days to the academic calendar to increase
instructional opportunities.
⇨ When operating a Hybrid Instructional model coordinate calendars for alignment between
elementary, middle and high school to the extent possible.
⇨ Engage staff, students, and community for input around any significant adjustments to the school
calendar.
Sample Academic Calendars
Non-traditional approaches to academic calendars (e.g., intersessional, year-round) can provide schools
and districts with additional flexibility to respond to unexpected closures due to outbreaks. These
samples are provided as generalizable examples to support schools and districts as they plan their
calendar for the 2020-21 school year:
● A sample generic intersessional calendar
● A sample generic “year-round” academic calendar
Instructional Schedules for all Instructional Models
Scheduling may result in schedules that vary between schools in a district (especially if schools within
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the same district are operating under different instructional models).
Elementary School Instructional Schedules
Recommended
⇨ Design schedules that prioritize meeting the needs of students experiencing disabilities, students
who qualify for English Language Development services, and for students identified as Talented and
Gifted.
⇨ Schedule students with specialized instructional needs and strengths (e.g., ELD, special education) in
a manner that ensures access to core instruction and general education peers.
⇨ Schedule students, to the extent possible, in a manner that minimizes the need for introducing
additional cohort groups (see section 1d).
⇨ Design schedules to maximize well-rounded learning opportunities, including access to physical
education, music, health, art, library, etc., where appropriate safety considerations can be
maintained.
⇨ Prioritize complex learning during in person or synchronous teacher-facilitated learning.
⇨ Create as much consistency and predictable routine as possible, especially for the youngest learners.
Secondary (Middle and High) School Instructional Schedules
Required
❏ Design schedules that prioritize the needs of students who need credits to meet graduation
requirements, including rising seniors with Credit-Earning Assurance Plans. School districts must
continue to meet 581-022-2320 (1)(a) regarding scheduling all students to meet instructional time
requirements.
Recommended
⇨ Design schedules that prioritize meeting the needs of students experiencing disabilities, students
who qualify for English Language Development services, and for students identified as Talented and
Gifted.
⇨ Schedule students with specialized instructional needs and strengths (e.g., ELD, special education) in
a manner that ensures access to core instruction and general education peers.
⇨ Design schedules to maximize well-rounded learning opportunities, including access to physical
education, music, health, art, CTE, library, etc., where appropriate safety considerations can be
maintained.
⇨ Prioritize complex learning during in person or synchronous teacher-facilitated learning.
⇨ Schedule electives and lunches to maintain or reduce cohort groups to the extent possible (see
section 1d).
⇨ Limit passing periods to the extent possible. If passing periods are needed, consider staggering them
by cohort or extending the time for these periods to provide additional capacity for physical
distancing for On-Site or Hybrid instructional models.
⇨ Consider staggering bell schedules by cohort to minimize interactions between cohort groups for
On-Site or Hybrid instructional models.
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5d. Instructional Considerations
It is critical to focus attention on accelerating learning by investing in relationships, honoring student
voice, and designing integrated learning around grade-level or above academic content standards. In
contrast to remediation efforts, which perpetuate low expectations and lead to disparate outcomes,
students who access accelerated learning and advanced coursework demonstrate consistently higher
learning outcomes, increased engagement, and agency.
Curriculum and Instruction
Required
❏ Prioritize the most essential academic content standards in each content area.
❏ Provide access to a well-rounded education.
❏ Provide consistent and timely student feedback and documented assessment of learning toward
academic content standards. Leverage formative assessment practices to grow student’s ability for
independent learning.
❏ Incorporate time for check-ins (Social Emotional Learning) and peer interactions; develop classroom
culture.
❏ Districts that use new digital content as core curriculum for a course of study, or any part thereof
(581-011-0050), (for instance, the core curriculum) must complete an independent adoption of
instructional materials as detailed in 581-022-2350.
● Districts must provide their local school board with the information in sections 1 through 7
of OAR 581-022-2350 to inform the local school board’s review and independent adoption
of instructional materials.
● Adopted materials must comply with the most current National Instructional Materials
Accessibility Standard specifications regarding accessible instructional materials.
● Adopted materials must provide equitable access to all learners, including Emergent
Bilingual students, students identified as Talented and Gifted, and students who experience
disability.
Recommended
⇨ Honor the student learning environment, building on assets including home language, family
(siblings and extended family), and culture.
⇨ Plan and strategize how to accelerate learning and the exposure to grade-appropriate work (See
TNTP’s Learning Acceleration Guide).
⇨ Allow for student choice and voice and integrate culturally sustaining practices.
⇨ Create opportunities for interdisciplinary, well-rounded learning (e.g., project-based learning).
⇨ Provide connections to career and college planning.
⇨ Integrate culturally sustaining quality instructional strategies and materials (e.g., Tribal
History/Shared History).
⇨ Design curricular experiences that utilize authentic and deeper learning experiences to engage
students. Provide opportunities for students to meet the academic content standards in non-
traditional ways such as through student-driven projects that honor student identity and context.
⇨ Implement opportunities for students to earn credit by proficiency.
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⇨ Design experiences using research-based design principles, such as Universal Design for Learning
(UDL), that improve access to learning for all participants.
Assessment, Grading, and Reporting Progress for Hybrid and CDL Instructional Models Only
Required
❏ Plan for student participation summative assessments at required grade levels in English Language
Arts (ELA), mathematics, and science, in the event that a statewide summative assessment
administration is feasible in 2020-21.
❏ Adhere to ODE’s administering the ELPA Screener in 2020-21 for identification of English learners
(see CDL guidance).
❏ Develop and implement an equitable grading policy.
❏ Progress monitor student learning, especially for younger students.
❏ Evaluate goals and objectives based on progress markers for students supported with emergent
bilingual supports, an IEP, and/or 504 plan.
❏ Regularly report progress to students and families, in alignment with Division 22 requirements.
Recommended
⇨ Prioritize descriptive feedback that provides students with actionable next steps. Feedback and
monitoring should focus on the continuation of learning.
⇨ Provide opportunities to redo, make up, or try again to complete, show progress, or attempt to
complete work without penalty and retaining the highest earned grade.
⇨ Leverage curriculum-embedded classroom or program-based assessments for learning and develop
a learning plan for students that includes benchmarks, milestones, or progress markers in reference
to learning and/or developmental progressions.
⇨ Collect varied evidence of learning related to student strengths and interests; provide multiple ways
for students to show what they know.
⇨ Consider multiple opportunities for credit attainment available in Oregon that allow for flexibility in
meeting student needs toward graduation.
⇨ Use of the Interim Assessment System and Tools for Teachers (formerly known as the Digital Library)
to support classroom instruction, accessible through the Oregon Statewide Assessment System
(OSAS) portal.
⇨ Use assessment to celebrate student strengths, identify needs, document learning as it progresses,
and verify student performance in comparison to levels of expectation or proficiency.
⇨ Evaluate goals and objectives based on progress markers for students supported through an IEP or
504 Plan.
Considerations for Hosting More Secure and Successful Virtual Meetings
Using live video conference tools for meetings, trainings, classes, and more is a critical aspect of
delivering Comprehensive Distance Learning. ODE has organized resources to help use some available
tools safely to better protect and serve all participants. Each platform, including Zoom, Google Meets,
Microsoft Teams, and BlueJeans, have their own settings and options that users should be aware of to
create a more secure meeting space for students, families, educators, and school boards. Below are
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some resources that organizers and presenters can use to help ensure the platform they are using is safe
for all participants.
The following resources are recommended when planning for and implementing virtual meetings.
Recommended
● Risk Mitigation for Virtual Meetings-- This document outlines strategies for minimizing risk in
virtual meetings, including important considerations for when students will be participating.
● Virtual Meeting Checklists -- This document includes checklists for organizing a meeting,
including key steps for pre-planning, setting up, facilitating, and concluding the meeting.
● Virtual Meeting Etiquette -- This document outlines some basic tips for effective and
comfortable video conferencing meetings, including how to prepare and considerations for
meeting hosts.
● Protecting Student Privacy While Using Online Educational Services -- This resource from the
U.S. Department of Education outlines requirements and best practices aligned to the federal
privacy law FERPA to protect students.
● Virtual Meeting Best Practices for Your Classroom and Your Staff -- A recorded video from Spring
2020 with a session facilitated by Corin Wyatt of PPS and Melissa Lim of NWRESD with an
explanation of how to use platforms effectively and securely.
Support and Security Information from the Platforms
● Zoom Support
o Zoom Privacy and Security Resources
● Google Meet Training and Help
o Security and Privacy for Education
● Microsoft Teams Help and Learning
o Microsoft Teams Security Guide
● Official GoTo Meeting Support
● Official GoTo Training Support
● Official GoTo Webinar Support
● BlueJeans Support
o 8 Best Practices for Safe Video Conferencing
5e. Safeguarding Student Opportunity Clause
Schools and districts should design instructional models while continuing to follow the Safeguarding
Student Opportunity Clause from Distance Learning for All. The Safeguarding Student Opportunity
Clause attempts to mitigate negative impact to students’ learning pathway or access to a high school
diploma as a result of the spring 2020 school closure. The disproportionate and severe impact of the
pandemic on students and families must be recognized, and districts must afford every student
opportunities to regain their learning stride during this pandemic.
Required
❏ Guarantee a full academic learning experience through Comprehensive Distance Learning for any
student who may not be accessing On-Site or Hybrid instruction due to health-related issues.
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❏ Districts shall not make a decision for any student that limits opportunity to progress within a
course sequence, or to determine grade promotion or retention, placement in an advanced course,
sports, access to clubs/Career and Technical Student Organizations such as Future Farmers of
America, forecasting opportunities, or modified diploma option for the 2020-21 school year based
on performance during spring of 2020 during extended school closures.
❏ Do not retain or hold back any student due to impacts of the spring 2020 school closure (final term
of 2019-20 school year).
❏ Develop a Credit-Earning Assurance Plan pursuant to Distance Learning for All requirements that
can be completed with students and families by the end of September 2020, for any student who
has received “Incomplete(s)” (or local equivalent) during the final term of the 2019-20 school year.
Credit-Earning Assurance Plans may include but are not limited to academic support courses,
consolidated/combined content courses, personalized academic tutoring, summer school, online
course offerings, peer tutoring, zero period learning opportunities, and/or project-based learning
opportunities. Complete Credit-Earning Assurance Plans prior to the beginning of the 2021-22
school year. If a student transfers to a new district without a Credit-Earning Assurance Plan in place,
then the receiving district is responsible for working with the student and the student’s family to
develop a plan for credit recovery.
❏ Hold students who received an “Incomplete” (or local equivalent) during the final term of the 2019-
20 school year to the same (not higher) standards of essential learning for any course they are
making up in their Credit-Earning Assurance Plan.
❏ Any cohort design must guarantee all students maintain access to general education, grade-level
academic content standards, and peers. Students shall not be placed into full-time cohort groups
based on any demographic or disability criteria (e.g., students with complex medical needs, students
with IEPs, students receiving language services, etc.). Additionally, student cohorting shall not be
determined by performance and/or level of engagement during Distance Learning For All (See
Section 1d).
5f. Instructional and Extra-Curricular Activities Requiring Additional
Considerations
Figure 5: Instructional and Extra-Curricular Activities Requiring Additional Considerations
Image version of Figure 5
Providing opportunities for a well-rounded education is vital for the education of students and amplified
during the time of COVID-19 related restrictions to support student well-being and connectedness. It is
critical that schools continue to offer options for a well-rounded education whether On-site, Hybrid or
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Comprehensive Distance Learning. Opportunities to engage students in active learning often requires
hands-on, interactive and physical activities (e.g., laboratory activities, career and technical education
(CTE), band, choir, theater, library, physical education and driver’s education). As such, these activities
may require modifications or specific health and safety protocols to protect staff and students.
Required
❏ For any course, learning experience, or school activity that involves hands-on, physical interaction or
physical activity, districts and schools must carefully consider Public Health Protocols (see section 1)
and Facilities and School Operations (see section 2). To the extent possible, modifications to the
learning experience, course, or physical space shall be made. See program specific requirements
and recommendations in the links below.
❏ Develop plans for the implementation of laboratories, visual and performing arts, library, career and
technical education, and physical education that consider the needs of all students, including
focusing on activities, adaptations, and modifications of all education decisions to ensure full
inclusion by all students.
❏ Maintain 6 feet physical distancing for all levels (K–12) during indoor activities involving increased
exhalation, such as singing, shouting, band, sports, or physical activity.
❏ All Ready Schools, Safe Learners guidance must be followed along with the program specific
requirements offered below.
Recommended
⇨ Use markings on the floor and/or a student workstation to reinforce physical distance requirements.
⇨ Host class or portions of a class outside to increase physical distancing.
⇨ Be thoughtful of passing areas between classes and allowing for corridors that maintain physical
distancing recommendations.
⇨ Develop safe alternatives or substitutes for live performances, science labs, CTE performance
assessments, etc. where possible.
⇨ Minimize the use of shared materials, and plan for sufficient time between cohorts to allow for
appropriate sanitization of shared materials when sharing materials between cohorts is
unavoidable.
⇨ Storage areas should be managed to limit the number of students at a time in the room. Anyone
who enters the room should clean and disinfect all surfaces before and after touching. Disposable
wipes should be discarded properly upon leaving the storage area, followed by hand washing with
either soap and water or an alcohol-based hand sanitizer with at least 60% alcohol.
Program Specific Information
Beyond the general considerations outlined above there are program specific guidelines that will help
administrators and educators plan for classes requiring additional considerations. Use the linked guides
to develop implementation plans.
● Career and Technical Education
● Laboratories
● Visual and Performing Arts
● Physical Education (updated)
● Driver Education
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● Athletics Guidance: Indoor and Outdoor
● Libraries (updated)
5g. Graduation 2020-21 and Post-Secondary Planning
The guidance for graduation in spring 2021 relates only to current high school seniors, as defined by
students who first enrolled in ninth grade in the 2017-2018 school year or earlier (including 5th or 6th
year seniors). This guidance does not apply to students who first enrolled in ninth grade in the 2018-19
school year or later, unless they have an early graduation plan.
Required
❏ Hold students to requirements for an Oregon Regular Diploma, Oregon Modified Diploma, and
Oregon Extended Diploma subject-area and credit requirements (regardless of Instructional
Model); except for Essential Skills and Personalized Learning requirements for seniors (Career
Related Learning Experiences, Extended Application, and Education Plan and Profile) which have
been suspended.
Recommended
⇨ Engage with individual students or small groups to establish goals, plans, and supports aligned to
their Personal Education Plan and Profile to support student pathways to graduation and
postsecondary transitions.
⇨ Provide services for high school graduates to ensure a smooth transition into college or career.
⇨ Communicate and plan with postsecondary institutions and devise a plan for Early Postsecondary
Opportunities such as dual credit, sponsored dual credit, or assessment based learning courses.18
⇨ Ensure seniors have completed the necessary steps for transitioning into postsecondary education,
including FAFSA completion.
⇨ Prioritize on-site opportunities for CTE Program of Study completion.
⇨ Host virtual post-secondary planning sessions for families. Offer sessions in multiple languages.
⇨ Create plans to provide career-exploration and work-based learning, including virtual, simulated,
and on-campus experiences. This may include establishing on-campus, in-district, and/or virtual
Work-Based Learning (WBL) experiences, and implementation of career aptitude and interest
assessments.
⇨ Send out a senior exit survey in order to understand and track the postsecondary intentions of
recent graduates and provide support.
18 ODE and HECC are partnering to provide guidance on accelerated learning during the 2020-21 school year.
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6. Family, Community, Engagement
Note: Private schools are not required to comply with this section.
6a. Partnership in Planning
Ongoing engagement among staff, students, families and communities is critical to planning for a
successful school year. Schools should consider the cultural and linguistic assets held within their
communities when partnering with students and families in designing Operational Blueprints. In the
planning process, schools have the opportunity to cultivate relationships with the families, tribal and
community organizations, and the early learning and child care providers who supported student
learning and development during school closure. These groups and individuals have been closest to our
students during the closure, and are best positioned to help schools identify drivers for a successful
school plan.
Required
❏ All Districts receiving Title VI Grant Awards of more than $40,000 or have over 50 percent American
Indian enrollment must conduct official Tribal Consultation. Consultation is required for any Title
program covered under ESSA, not solely Title VI.
● IN GENERAL.—To ensure timely and meaningful consultation on issues affecting American
Indian and Alaska Native students, an affected local educational agency shall consult with
appropriate officials from Indian tribes or tribal organizations approved by the tribes located
in the area served by the local educational agency prior to the affected local educational
agency’s submission of a required plan or application for a covered program. (ESSA Section
8538)
❏ Include early learning programs and child care providers in the planning process. Schools with
preschool classrooms will include plans for these classrooms in the school Operational Blueprint.
Additional considerations specific to early learning environments is forthcoming.
Recommended
⇨ Collaborate with staff, students, families, community-based organizations, tribes, and other partners
in planning.
⇨ Engage early in the process, build a collaborative partnership for moving forward, and plan for
additional engagement opportunities to support the iterative development.
⇨ Elevate student voice in designing the educational spaces/experiences; inform decisions based on
their voices and expertise as people very intimately involved in and familiar with the education
process.
⇨ Consider developing consultation and/or engagement processes, or leveraging community voice
from other recent processes (Distance Learning for All Family Engagement, Distance Learning for All
Community-Based Organization Engagement, the Student Investment Account (SIA) Planning
Process, the Student Success Community Engagement toolkit).
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⇨ Use input to make equity-based decisions that prioritize recovery for those most impacted by the
COVID-19 pandemic and the spring 2020 school closure (consider using the decision tool to help
refine difficult decisions).
⇨ Coordinate with agencies providing food and financial assistance, public benefits, physical and
mental health care, etc. so schools can provide information about how to access these resources.
⇨ Engage families in contributing to an inclusive school climate, including student belonging, student
engagement, supportive relationships, wellbeing, and addressing racism, xenophobia, sexual
harassment, and other forms of bullying and harassment.
⇨ Engage in Tribal Communication: The core values recommended by the Office of Indian Education
rightly point to a continuum of engagement that uses the level of impact as a guide for the level of
involvement that should be planned for the relevant communication with the 9 Federally
recognized tribes in Oregon. The American Indian population is about 1.4% of the total population
in Oregon and has been disproportionately impacted by COVID-19. This includes the nine federally
recognized tribes in Oregon and other tribal nations with whom youth and communities identify.
Although under ESSA only certain affected districts are required to conduct government-to-
government tribal consultation with the federally recognized tribes in Oregon, this guidance is
intended to apply broadly to every district encouraging them to engage with tribal nations and
native communities in their service area. It is critical and necessary for meaningful engagement and
collaboration even when they are not required by policy or law in order to cultivate trust and
respect and systems that transforms American Indian/Alaska Native education.
6b. Communication
Required
❏ Communicate any information related to reentry for the 2020-21 school year to multilingual families
in a language they can understand about any program, service, or activity at the same time that is
called to the attention of parents who are proficient in English (Civil Rights Fact Sheet).
❏ Communicate the Operational Blueprint for Reentry and instructional model (On-Site, Hybrid,
Comprehensive Distance Learning).
● Post to school and district website, or ESD website if there is no school or district website.
● Send notification to all families before the start of school.
● Share with co-located early learning and out-of-school time partners.
Recommended
⇨ Present the Operational Blueprint for Reentry at an open virtual and/or televised meeting, with the
opportunity for two-way communication.
⇨ Develop a district-wide communication strategy to reach all families.
● Develop a user-friendly, multilingual website for families to receive up-to-date information,
engage with educational resources, and request support.
● Make communications and resources available for families without internet access.
● Leverage community wrap-around services, including partnerships with local civil rights
organizations, faith-based organizations, non-profits, and relevant media outlets, so
information reaches every population.
⇨ Stay in close communication with students and families.
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●Establish common, district-wide systems for communicating with every student and
family (via email, phone, or text message) in the family’s primary language; connect
students and families with school and community supports and services when needed.
● Discuss student progress with students and families on a regular basis; prioritize family
outreach for students who are not yet demonstrating progress or engagement.
⇨ Make a communication plan with the family and follow the plan.
⇨ Connect students with other students, if possible.
⇨ Connect students with other staff members, if possible.
⇨ Share resources and information to set families up for success. Offer families access to contact
information for resources (e.g., general or special educators, school counselors, or school social
workers).
6c. Before and After School Programs
As schools and districts consider options for reopening and redesigning the school day, they should
reach out proactively to before and after school partners. Not only do out-of-school time providers excel
in building positive youth relationships and provide enriching activities to help ease the effects of
isolation and learning loss from the pandemic, they are an essential support to families in need of
childcare. The out-of-school time support systems many families relied upon are shrinking in the era of
COVID-19, and the loss of these resources disproportionately impacts our most marginalized and
historically underserved communities. As schools and districts strive to find creative and effective ways
to serve students, strengthening and expanding the connections and authentic cooperation between
schools, families and community partners who provide these valuable resources should be included in
planning efforts. The collective knowledge and experience in our communities is strong.
School and learning does not exist in isolation, but rather within the broader context of community. All
of these supports and relationships are valuable by themselves, but students and families thrive and
prosper when purposeful collaboration and alignment of resources are realized. Many programs have
been serving students and families as emergency care providers since the beginning of the pandemic
and throughout the summer and bring a lot of expertise with health and safety protocols. They may
already have tried successful systems that could be replicated. Schools are encouraged to align
instructional models, objectives and priorities to accelerate and reinforce learning and to coordinate on-
going staff training and communication mechanisms to ensure cohesive health and safety protocols and
alignment to changing instructional models and goals.
Community-based out-of-school time programs (e.g., Boys & Girls Clubs, YMCAs, Faith-Based
Organizations, Culturally Specific Organizations, etc.) for school-age students operate under ELD
guidance if they operate outside of a school facility.
Out-of-school time services may be provided during the time in which students are not scheduled for in-
person instruction in a Hybrid or On-Site instructional model. They may also assist in providing care for
students while simultaneously providing accommodations to supplement Comprehensive Distance
Learning.
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Required
❏ All 21st Century Community Learning Centers (Title IV-B) programs, regardless of where they
provide service, are exempt from child care licensing requirements, and must follow Ready Schools,
Safe Learners guidance, including completing an Operational Blueprint for Sections 1-3.
❏ School-Based out-of-school time programs must use Ready Schools, Safe Learners as official
guidance.
❏ School-Based out-of-school time programs must be included in Operational Blueprints (Sections 0-3
only).
❏ School-Based out-of-school time programs must provide on-going staff training to ensure proper
implementation of health and safety processes and protocols to ensure staff and student safety.
❏ To the extent practicable, out-of-school time programs operating in school facilities must apply the
same cohorting structures as the school day. The goal of effective cohorting is to limit as much
disruption to quality learning experiences, while maximizing safety and efficiency in contact tracing.
Consider the logistics of after-school program space utilization to ensure that physical distancing
requirements are maintained and students are exposed to the fewest practicable number of other
students and staff.
Recommended
⇨ Engage partners in the planning process as soon as possible. Out-of-school time providers are
professionals and experts in their field. They excel in creating innovative solutions with flexible
models to support student learning.
⇨ Prioritizing additional supports for in-person services to foster better and more equitable
opportunities for students who are:
● historically underserved;
● differentially impacted by the virus (technology barriers, isolation, etc.); and/or
● In need of additional support (academic, social and emotional, accommodations to
access CDL).
⇨ Consider involving other spaces in the community in addition to school buildings (such as public
libraries, Boys and Girls Clubs, YMCAs/YWCAs, daycares, faith-based organizations and museums) to
provide in-person support.
⇨ Consider enlisting others in your community (including youth workers, social service providers,
daycare staff, tribal organizations, community volunteers and parents) to work with teachers and
other school staff to foster more learning, care and connection.
⇨ Find out who is offering before and after-school programs at or near your school. Keep a list as a
reference document and resource to families.
⇨ Assess where additional capacity and support may be needed from external partners to support
Operational Blueprints under Ready Schools, Safe Learners.
⇨ Meet with key community partners such as PTO, PTA and local community groups such as churches,
businesses, etc., to identify needs.
⇨ Communicate with parents, caregivers and youth prior to reopening programs to communicate
safety information and key programmatic information.
⇨ Review or create any needed memoranda of understandings (MOUs) to foster clear communication,
expectations and to ensure students and staff are safe.
⇨ Schools could partner with out-of-school time providers to:
● work with groups not in class in models that use staggered schedules
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7.5.2 76
● facilitate computer science activities, theatre, visual arts, and other well-rounded
activities to enrich students’ learning experiences;
● support homework completion, individual tutoring and projects assigned in class
virtually or in-person;
● strategically assign staff to coordinate additional check-ins, supplemental learning
supports, and instructional support;
● strategically pair learning mentors versed in culturally responsive and sustaining
practices to provide additional connection, care and support in learning; and/or
● partner in providing access to meals and other community resources.
⇨ Schools are encouraged to partner with out-of-school time programs to rapidly adjust service
delivery in response to an outbreak in accordance with Section 0 of this guidance.
NOTE: It is an important distinction to note that 21st Century Community Learning Centers (21st CCLC,
Title IV-B) programs are considered academic programs and NOT child-care, although many working
families depend on them in this way. These competitive federally funded grants require school districts
and at least one community-based organization to partner in providing academic enrichment, a broad
array of youth-development opportunities, and additional services to families when school is not in
session. All 21st CCLC programs, regardless of where they provide service, are exempt from child care
licensing requirements, and must follow Ready Schools, Safe Learners guidance. Additional guidance
specific to 21st CCLC grantees is located in the Ensuring Equity and Access: Aligning Federal and State
Requirements document.
7. Mental, Social, and Emotional Health
Note: Private schools are not required to comply with this section.
Prioritizing the mental health of students and staff is essential. Mental health, which encompasses
social, emotional, cognitive, and behavioral health, is central to the well-being of students and all who
serve them.
Mental health and well-being are centered in the confluence of four, interconnected pillars of practice:
trauma-informed care, social emotional learning, racial equity, and asset-focused, evidence-based or
field-tested prevention and intervention programs. These pillars support a continuum of care that
assures that the safety, security, and social connection needs of students, families and school staff are
met.
Mental health promotion elevates the inherent strengths, agency, voice, courage and determination of
each individual. It compels us to ask what makes people, families and communities thrive in the face of
difficult challenges, and what we must do to recognize, honor and uplift that resilience. Although it is
important to recognize and acknowledge that most people will encounter significant challenges during
their lifetimes, we discourage the tendency to label people based on their experience, categorize them
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7.5.2 77
into groups, or adopt a mindset of “fixing
what is broken.” Instead, it is important to
affirm that health is dynamic and fluid, and
that individuals are capable of healing and
transformation, sometimes with little or no
assistance. When support and care are
requested, it is important to make quality,
mental health resources readily available,
and offer them free of stigma. Relationship
building, and clear, compassionate
communication are at the heart of that
effort.
Traumatic events like pandemics, natural
disasters, accidents or deaths, and intense,
chronic stressors such as poverty, illness,
family dysfunction, racism, discrimination,
abuse and societal discord will impact
students, staff and families differently
based on race, age, gender, sexual orientation, culture, and/or role. Although most students and adults
have experienced, or are facing considerable challenge and adversity, not everyone will be traumatized.
We do, however, need to be prepared to address the signs and symptoms of trauma when they arise.
We recommend the utilization of strengths-based, trauma-informed, racial equity-centered, Tier 1
strategies that foster social emotional learning skill development, support healthy behaviors (nutrition,
fitness, hygiene, sleep, digital citizenry), build prosocial relationships and social competence, instill
hopefulness, kindness and compassion, bolster cognitive competencies such as problem solving and
wise decision-making, make use of restorative practices and, most importantly, cultivate safe,
supportive, kind school communities where everyone can thrive. For those experiencing considerable
stress and distress, Tier 2 group interventions, or Tier 3 targeted, individual supports including a well-
coordinated crisis response, are necessary prerequisites to assure their well-being.
ODE has created a new mental health toolkit as a primary resource for districts.
7a. Planning
Required
❏ Mobilize response teams of qualified mental health professionals to address Tier 3, targeted
intervention and crisis mental, social and emotional health service needs including suicide, grief and
trauma, child abuse, substance use, and youth trafficking within the current context; familiarize staff
with Lines for Life remote suicide risk assessment and safety planning services for schools (503-575-
3760), and OHA’s Telehealth Tips for Clients with Suicide Risk.
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7.5.2 78
Recommended
⇨ Intentionally create a school-wide culture that prioritizes staff and student mental health needs, and
provides a positive and supportive environment for students, families and staff. Create as much
predictability in scheduling and procedures as possible.
⇨ Create a readily available network of mental health professionals with specialized training in
addressing student and staff mental health service and support needs with an emphasis on
developing partnerships with culturally and linguistically-attuned providers. Direct students and
families to mental health resources and liaise if needed.
⇨ Plan to provide staff, students and families with access to telehealth and telemental health services
including using district high speed broadband, cellular service, technology, land lines.
⇨ Create a communication plan for staff and families to destigmatize stress and emotional challenges,
and encourage seeking support.
⇨ Consider creating peer support communities for parents, and for students.
⇨ Encourage student voice through artistic expression – writing, art, movement, theatre arts and
music.
⇨ Develop a schedule for regularly checking in with students and parents, particularly for those
identified as requiring mental or emotional support, or having significant life challenges. Provide
responsive and timely support for students needing Tier 2 and 3 services.
⇨ Develop a schedule for regularly checking in with staff. Recognize and affirm that school staff are
experiencing considerable stress as they return to teaching, and adjusting to different and fluid
instructional models. Provide times in the workday for self-care and health breaks, and link staff
with EAP services.
7b. Resources and Strategies
Required
❏ Where available, make contact information or a list of contacts of school and community-based
mental and emotional health services and supports and School Based Health Centers available to
students, families, and staff.
Recommended
⇨ Recognize and acknowledge the stress and challenges that students, families, and staff have
experienced and may continue to feel during the school year; validate and affirm their challenges,
and prioritize time for them to give voice to their experience. This may be particularly important for
students of color, and those identifying as LGBTQIA+ who have been disproportionately affected by
the Covid-19 pandemic.
⇨ Provide accessible, equitable, culturally- and linguistically-attuned Tier 1 education and support to
all students, staff and families including strategies that foster belonging, physical health, stress
management, enhancing resilience and social emotional skills, and equity. Nurture positive qualities
such as kindness, empathy, optimism and forgiveness.
⇨ Avoid focusing on trauma and negative behaviors.
⇨ Provide students with accessible, equitable, culturally- and linguistically-attuned Tier 2 (group
support) and referrals to Tier 3 (individual therapy and crisis support) services.
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⇨ Facilitate virtual opportunities for students to safely interact with their peers.
⇨ Prioritize student safety and connection, and quickly identify and address bullying and harassment
(in-person and online).
⇨ Provide trauma-informed, racial equity-centered professional development opportunities for staff to
support them in mindfully and compassionately addressing student stress, emotional distress, and
behavioral and academic problems.
⇨ Provide opportunities for educators and staff to create professional learning and support
communities.
⇨ Strengthen telemental health offerings. Establish a policy to encourage the use of technology to
access telehealth services for students, families, and staff.
⇨ Incorporate activities that build trust and relationship building with the students and their families
prior to school starting.
⇨ Coordinate with counseling staff to prepare students for transitioning between schools (i.e.
forecasting support, information sessions, etc.)
⇨ Encourage parents/caregivers to continue to find ways to support family health and well-being,
including using developmentally appropriate strategies that promote learning, rest, play, exercise,
creativity, and involvement in family and household activities and responsibilities.
⇨ Provide linguistically and culturally attuned coaching, technical assistance and empowerment to
parents/caregivers to support them in their role as home educators, particularly in families with
non-English speaking parents. When possible, create parent peer learning communities where
caregivers can brainstorm practical strategies and receive emotional support.
8. Staffing and Personnel
Note: Private schools are not required to comply with this section.
It is important that staff are supported through reentry. Teachers and other school and district staff are
essential partners with vital expertise. Districts should collaborate with teachers at all levels and staff
across departments throughout planning and reentry. Each district needs to provide ongoing
professional learning and communication so staff have the most-up-to date understanding of all ODE
and OHA guidance. To the extent any modifications or reductions in a public school workforce are
necessary, any such actions should consider the goals of the Educator Equity Act, ORS 342.437.
8a. Supports
Required
❏ Support school personnel who meet criteria for high-risk populations (see section 1b).
❏ Develop protocols for communicating possible COVID-19 exposure to staff.
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Recommended
⇨ Coordinate with internal supports and/or local organizations to provide for staff members’ physical
and mental health and well-being.
⇨ Properly communicate leave notification requirements in federal and state laws to staff members.
⇨ Develop and review a return-to-work protocol; develop a plan to protect the safety and well-being
of all staff, including physical distancing and isolation protocols (see section 1).
8b. Public Health Training
Required
❏ Review the Operational Blueprint for Reentry with all staff.
❏ Train all staff on updated protocols, policies, and guidelines to adhere to physical distancing
requirements and recommendations outlined in this guidance and the Operational Blueprint for
Reentry.
● Provide training required by OSHA administrative rule OAR 437-001-0744(3)(i). OSHA has
developed training materials that can be used to complete 4 of the required 10 training
topics.
● Provide ongoing training to staff on new building procedures, cleaning protocols, and
COVID-19 safety requirements.
● Train all staff on how to access ODE/OHA updates and review requirements.
● Train staff on confidentiality requirements under FERPA, HIPAA, and local policy regarding
student and staff health information, including a COVID-19 diagnosis.
❏ Training could be accomplished through all staff webinar, narrated slide decks, online video, using
professional learning communities, or mailing handouts with discussion. Training cannot be
delivered solely through the sharing or forwarding of information electronically or in paper copy
form as this is an insufficient method for ensuring fidelity to public health protocols. Note:
Instructional time requirements allow for time to be devoted for professional learning that includes
RSSL training.
8c. Professional Learning
Recommended
⇨ Provide opportunities for coaches, mentors, and administrators to expand or refine skills in
supporting staff in Hybrid and Comprehensive Distance Learning environments. Leverage the
expertise of early adopters and nurture teacher leadership opportunities to lead professional
learning. See the Comprehensive Distance Learning Guidance Document for more information.
⇨ Include professional learning that supports social emotional learning and trauma-informed care
practices that are culturally responsive and sustaining. (Culturally Sustaining Pedagogies; We’ve Got
This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be; How to Respond to
Coronavirus Racism; Culturally Responsive Teaching and the Brain)
⇨ Offer opportunities for professional learning on creating an inclusive, caring, and supportive school
culture with particular attention to discussing strategies to address anti-Asian discrimination and
bias against students/staff who have had COVID-19.
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⇨ Provide educators with training and support to deliver high-quality online instruction (technical and
adaptive aspect) while building long-term capacity for online instruction as a primary or
supplemental instructional tool.
⇨ Support educators in adapting lessons and differentiating instruction in virtual environments;
accessing instructional materials and technology; and using online platforms to connect with
students, including built-in accommodations and features that increase accessibility.
Future Updates
Ready Schools, Safe Learners will continue to be updated based on:
● The continuing impacts of COVID-19 and the state’s evolving mitigation efforts as directed by
Governor Brown and the Oregon Health Authority.
● Input from educators, students, families, and community partners.
● An ongoing review of equity impacts.
● Learnings from efforts being rolled out in other states and countries.
All updates will be dated and marked with version numbers. We will replace previous versions on the
Ready Schools, Safe Learners webpage. Updates to new versions will be named at the top of the
document. The following version tracking protocol will be used:
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7.5.2 82
Glossary
Applied learning: Experiences that allow for students to apply knowledge and skills that extend from the
teacher-facilitated learning. Students have access to instructional support during applied learning
activities, provided by educational assistants, teachers, and/or related service providers. These learning
experiences are intentionally designed by the teacher to meaningfully deepen student engagement,
allow for peer interaction, and to support family and community involvement. Applied learning
experiences likely require scaffolding and supports so that students are able to engage with them
independent of teacher or adult support. Applied learning experiences must be designed to support
independent learning routines, independent practice, and independent application of skills or learning.
As with a typical school year, homework assignments are not considered as instructional minutes.
Asynchronous Learning: Learning that occurs in elapsed time between two or more people. Examples
include email, online discussion forums, message boards, blogs, podcasts, etc.
Campus: For the purposes of this document, a school campus is considered to include all locations in
which both district personnel and students are physically present for the purpose of delivering and
receiving instruction.
Catchment Area: The geographic area from which the school draws students and staff. This includes any
county and community where students and staff live.
Clear Plastic Barriers: A clear plastic or solid surface that can be cleaned and sanitized often. In a school
setting, be careful to avoid or address barriers with sharp edges.
Close Contact: See Exposure.
COFA: Compact of Free Association (COFA) is an international agreement establishing and governing the
relationships of free association between the United States and the three Pacific Island sovereign states
of the Federated States of Micronesia (FSM), the Republic of the Marshall Islands (RMI), and Palau.
Contact Tracing: Identification of persons who may have come into close contact with an infected
person and collection of further information about these contacts. Contact tracing helps stop chains of
disease transmission.
Community-Based Organizations (CBO): CBOs are driven by and representative of a community or a
significant segment of a community and work to meet community needs and amplify strengths.
Credit-Earning Assurance Plan: Procedures put in place by school districts to provide students with
opportunities to earn credit for courses marked as “Incomplete” during the final term of the 2019-20
school year.
Deeper Learning: A set of competencies that help schools develop relevant, meaningful, and engaging
learning. See the Deeper Learning Hub and Deeper Learning for All from the Alliance for Excellent
Education for information and resources.
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Distinct Cohort: References a CDC definition of a distinct group that stays together throughout the entire
school day during in-person learning, or over the course of any predetermined period of time, so that
there is minimal or no interaction between groups.
Empathy Interviews: Sitting with a single student, family, or community member and creating space and
time to listen deeply to their story and experiences. Typically, the process involves asking open ended
questions followed by prompts such as “tell me more…” or “what was that like for you.” A broad
overview can be found from D-school and High Tech High Graduate School of Education has a full
Protocol.
Exposure: When an individual has close contact (less than 6 feet) for at least 15 cumulative minutes (or
longer) in a day with a person who has COVID-19.
Face Covering: A cloth, paper, or disposable face covering that covers the nose and the mouth; may or
may not be medical-grade.
Face Masks: Medical-grade face masks in this document. RNs and other medical providers should refer
to OHA for updated information.
Face Shield: A clear plastic shield that covers the forehead, extends below the chin, and wraps around
the sides of the face.
Hand Hygiene: Washing with soap and water for 20 seconds or using an alcohol-based hand sanitizer
with 60-95% alcohol.
High-Risk Categories: The CDC has identified age ranges and underlying factors that may leave a
population at higher risk for severe illness from COVID-19.
Immunocompromised: Having an impaired or weakened immune system.
Implicit bias: The attitudes or stereotypes that affect our understanding, actions, and decisions in an
unconscious manner.
Intersession Calendar: School calendars that include longer breaks dispersed throughout the year. The
calendar has longer breaks throughout the year, and may start at an earlier date and/or end at a later
date.
Isolation: Separates sick people with a contagious disease from people who are not sick.
Medically Complex: Students who may have an unstable health condition and who may require daily
professional nursing services.
Medically Fragile: Students who may have a life-threatening health condition and who may require
immediate professional nursing services.
Nursing Dependent: Students who have an unstable or life-threatening health condition and who
require daily, direct, and continuous professional nursing services.
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Outbreak: For the purposes of this document, an outbreak is two or more COVID-19 cases occurring in
the same cohort (linked by time and place) in people from different households, suggesting viral spread
within the cohort.
Personal Protective Equipment (PPE). The personal protective equipment required for medical
personnel. RNs and other medical providers should refer to OHA for updated information.
Physical Distancing: Maintenance of specified distance between persons to the maximum extent
possible. Also known as social distancing.
Project-Based Learning: A teaching method in which students gain knowledge and skills by working for
an extended period of time to investigate and respond to an authentic, engaging, and complex question,
problem, or challenge.
Quarantine: Separates and restricts the movement of people who were exposed to a contagious disease
to see if they become sick.
Schedules: Several common terms related to apportionment of instructional time are listed below.
● Academic Calendar: Total number of days of instructional delivery in the school year.
● Instructional Schedule: Hour-by-hour organization of the instructional day. At the secondary
level, this is sometimes referred to as the “bell schedule.”
● Instructional Time: Defined in OAR 581-021-0102(30).
Social Emotional Learning (SEL): The process through which children and adults learn to pay attention
to their thoughts and emotions, develop an awareness and understanding of the experience of others,
cultivate compassion and kindness, learn to build and maintain healthy relationships, and make positive,
prosocial decisions that allow them to set and achieve their positive goals.
Stable Cohort: A group of students who are consistently in contact with each other. Also known as a
stable cohort group.
Synchronous Learning: Learning in which participants interact at the same time and in the same space.
Teacher-facilitated learning: A synchronous (either on-site or off-site) or an asynchronous learning
experience planned and guided by a licensed teacher (or, possibly, a registered teacher in a charter
school). The experience is structured to develop, deepen, and assess new knowledge and understanding
relative to academic content standards. Teacher-facilitated learning is often used when the teacher is
planning for all students to have a common experience related to specific learning targets. Teacher-
facilitated learning may be accomplished asynchronously through learning management systems,
teacher-produced videos, or learning packets, each being structured to create strong learning
progression. Synchronous opportunities, either on-site or off-site, must be provided daily and may
include full group instruction, peer interaction, two-way communication, small group breakouts, or
individual office hours.
o Teacher-facilitated learning may include time that supports students beyond the core
instruction, including specially designed instruction, language instruction, or specific
services under ESSA or IDEA.
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7.5.2 85
Trauma-Informed: Trauma-informed principles and practices refer to a strengths-based, person-
centered framework that recognizes the physical, psychological and emotional impacts of trauma, and
prioritizes creating safe spaces to promote healing. It recognizes and honors the inherent strengths,
resilience and funds of knowledge within each person, and works to increase awareness of how these
assets can be accessed, within the trusting spaces of human relationships, to promote healing and
flourishing.
Viral test for COVID-19: A nucleic acid amplification test (e.g., PCR) or an antigen test for SARS-CoV-2,
the virus that causes COVID-19. Antibody tests are not viral tests.
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7.5.2 86
Appendix
The following list provides a comprehensive set of links to any supplemental guidance that is included
within the Ready Schools, Safe Learners guidance:
Addressing Grades and Credit Options
Assessment Updates
Attendance Best Practices
Comprehensive Distance Learning
Communication Tools for Students and Families (includes translations)
Community and School Health Responsibilities Regarding FAPE during CDL and Hybrid Instructional
Models
Concerns and Complaints: Options for Problem-Solving
Decision Tools
Designing Learning for 2020-21
Early Intervention/Early Childhood Special Education (EI/ECSE) Guidance
Educator Evaluations for the 2020-21 School Year
Ensuring Equity and Access
Exclusion Chart
Field Trip Guidance
Guidance for Hospitals and Other Care Settings
Instructional Model Status Webpage
K-12 COVID-19 Test Reporting Portal
Learning Outside Supplemental Guidance
Mental Health and Well-being Resources
Metrics Dashboard
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7.5.2 87
Metrics Explainer
Navigating Adaptation Accommodation, or Modification: Supplemental Guidance to Student Face
Covering Requirements
New Guidance for Limited in-Person Instruction During CDL
News and Updates Webpage
Operational Blueprint
Options for Awarding Credit
Oregon Open Learning
Outdoor School Program Guidance
Planning for COVID-19 Scenarios in Schools
Reporting COVID-19 Cases in Schools
Ready Schools, Safe Learners Home Page
Research Informing Changes in K-12 COVID-19 Guidance
Responding to LPHA Capacity Needs Related to Contact Tracing
School Status Updates
Third-Party Standardized Assessment Guidance
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DECEMBER 2019
STUDENT INVESTMENT ACCOUNT
GUIDANCE
FOR ELIGIBLE
APPLICANTS
A COMPREHENSIVE RESOURCE.
The purpose of this document is to provide comprehensive guidance for
Oregon school districts and eligible charter schools to complete the
planning process and prepare to submit an application for Student
Investment Account funds. Several of the sections have also been
published as stand- alone documents in the case that sharing or using
them in more digestible segments is preferred.
Table of Contents
Section One: Pulling the Pieces Together................................................................................................. 3
Purpose of this Document ................................................................................................................... 3
Instructions for Submission ................................................................................................................. 3
Step-by-Step Guide to Meet All Requirements ................................................................................... 4
Essential Notes on Allowable Uses ...................................................................................................... 9
Section Two: SIA Grant Application Preview .......................................................................................... 12
Part One: General Information .......................................................................................................... 12
Part Two: Narrative............................................................................................................................ 12
Part Three: Community Engagement and Input................................................................................ 13
Part Four: Data Analysis ..................................................................................................................... 16
Part Five: SIA Plan .............................................................................................................................. 16
Part Six: Use of Funds......................................................................................................................... 19
Part Seven: Documentation and Board Approval.............................................................................. 20
Part Eight: Public Charter Schools (if applicable)............................................................................... 20
Section Three: Application Evaluation and Review Process................................................................... 22
Values and Principles Informing Evaluation and Review Process...................................................... 22
Evaluation Criteria.............................................................................................................................. 24
Evaluation Tool................................................................................................................................... 24
Review Process................................................................................................................................... 26
Section Four: Longitudinal Performance Growth Targets...................................................................... 32
Orientation to ODE’s Approach ......................................................................................................... 32
A Common and Customized Framework ........................................................................................... 33
Progress Markers ............................................................................................................................... 36
Attending to Oregon’s Smallest Districts........................................................................................... 37
A Foundational Year........................................................................................................................... 38
The Starting Point for a Collaborative Process .................................................................................. 38
SIA Grant Applicants are asked to...................................................................................................... 40
Technical Guidance for Setting Longitudinal Growth Targets ........................................................... 40
1
Getting Started................................................................................................................................... 43
District Example ................................................................................................................................. 49
Establishing Progress Markers for Each Common Metric ................................................................. 55
Worksheet.......................................................................................................................................... 57
Five Year Targets ................................................................................................................................ 57
Section Five: Financial Management of SIA Funds................................................................................. 59
Understanding the Funding Model.................................................................................................... 59
Establishing a Grant Agreement ........................................................................................................ 59
Responsibility for Financial Management ......................................................................................... 59
Quarterly Payments and Reports....................................................................................................... 60
Accounting Practices.......................................................................................................................... 60
Annual Financial Audits and Self Reporting System .......................................................................... 61
Indirect Costs ..................................................................................................................................... 62
Section Six: Responsive Supports ........................................................................................................... 63
Technical Assistance and Capacity-Building Available to All Applicants ........................................... 63
Role of Education Service Districts .................................................................................................... 63
Intervention and Strengthening Program (Coaching Program)......................................................... 64
Intensive Coaching Program .............................................................................................................. 65
Section Seven: Districts with Participating Charter Schools................................................................... 67
Public Charter Schools and SIA Funds................................................................................................ 67
Components of a District-Charter Agreement for SIA Funds ............................................................ 67
Questions and Support ...................................................................................................................... 70
Appendix A - Summary of Recommendations from the Quality Education Commission ...................... 71
Summary of Guidance from the Commission.................................................................................... 71
Appendix B – Oregon’s Education Equity Lens....................................................................................... 77
Purpose of Oregon’s Education Equity Lens ...................................................................................... 77
2
DECEMBER 2019
A STARTING POINT
PULLING THE
PIECES
TOGETHER
A COLLECTION OF ESSENTIAL
INFORMATION TO SUPPORT
SIA PLANNING.
The purpose of this document is to provide comprehensive guidance for
Oregon school districts and eligible charter schools to complete the
planning process and prepare to submit an application for Student
Investment Account funds.
Section One: Pulling the Pieces Together
Purpose of this Document
The purpose of this document is to provide comprehensive guidance for Oregon school districts and
eligible charter schools to complete the planning process and prepare to submit an application for
Student Investment Account (SIA) funds. Several sections of this guidance have been published as
stand-alone documents in the case that sharing or using them in more digestible segments is
preferred.
Please closely read this document and refer to it throughout your planning and application process
over the next six months. This document is necessarily extensive and is designed to bring clarity and
transparency to the application process. It is both user-friendly and detailed and should be helpful in
answering questions for applicants and their communities as they navigate Oregon’s most impactful
education investment in three decades.
Instructions for Submission
Eligible applicants must submit a complete application during the application window of March 2 -
April 15, 2020. The only two ways an applicant can lose access to their non-competitive grant
allocation is by 1) failing to submit an application by April 15, 2020 or by 2) not engaging and
completing work to meet application requirements that need attention following ODE’s review.
Applicants can expect to submit via a web-based tool. More information on the application portal is
expected in February 2020. ODE will provide support to on-time applicants until they meet
requirements, as long as applicants are productively engaged and responsive.
Essential information to include throughout your application
As you express the work and planning you’ve done, please be specific about the roles and ways
you’ve engaged students, staff and families with attention to detail in terms of race, gender,
ethnicity, socio-economic status and the focal student groups that are named within the Student
Investment Account legislation in the Student Success Act (see the ODE Engagement Toolkit for
Guidance).
Application Development and Support
All applicants have access to technical assistance for SIA planning and grant application development.
Pre-reviews and peer-reviews prior to application submission utilizing ESD support and ODE staff is
encouraged.
3
Timeline and Important Dates
These suggested activities and corresponding dates act as a guide to help your district or eligible
charter school stay on track to submit your application during the application window.
Suggested Activity Dates
Review the comprehensive guidance to learn about the component December 2019
parts of the SIA Application.
Continue and complete planning processes while drafting each part of January 2020
the SIA application.
Negotiate agreements with any charter schools invited to participate in
the district’s SIA application.
Provide an opportunity for public review and comments on your plan, February 2020
budget and application.
Obtain school board approval of grant application and agreements with February - April
charter schools if applicable.1 2020
Prepare application for submission. March 2020
Submit complete application to ODE during application window. March 2 - April 15,
2020
Step-by-Step Guide to Meet All Requirements
Here are 13 steps to guide applicants through the strategic planning requirements for SIA funds set
out in HB 3427. This section is a resource for districts and eligible charter schools applying
independently to use in self-directed processes. You are welcome to adapt or improve upon what is
offered here.
1 Applicants are required to obtain school board approval of their grant application prior to submitting to ODE. While the grant
application will include draft longitudinal performance growth targets, they are for review only.
4
Steps 1- 5: Collecting, Considering and Reporting on Community Input
The Student Success Act (SSA) requires all eligible applicants for SIA funding to engage all staff and
particularly students of color; students with disabilities; emerging bilingual students; and students
navigating poverty, homelessness, and foster care; and other students who have historically
experienced disparities in our schools and the families of students within these focal groups. The
steps that follow are designed to support an applicants’ process to consider the input received by the
broader community.
Step One
Engagement Summary. Describe who has been engaged. How have and are community member
voices being represented or engaged directly? Assess your overall community engagement efforts,
both strengths and challenges. During this initial step, revisit your needs assessment and district
continuous improvement plan (CIP) to use the input and priorities identified within them to inform
your SIA plan.
For Quick Reference: View the SIA Application Preview’s section on community engagement and
input for what you’ll be required to submit.
Step Two
Review Your Input. Review the input you’ve collected and identify the words, phrases, ideas and
suggestions that come up consistently. Identify patterns, trends and outliers. Note where your
community identified strengths, challenges, and gaps. Ensure the voices of required engagement
groups are emphasized in this review.
Step Three
Cluster Your Input. Organize your input to attend to and examine the connections with the priorities
outlined in law. Identify input related or connected to meeting students’ mental and behavioral
health needs. Identify input related or connected to reducing disparities and increasing academic
achievement.
Step Four
Check Your Assumptions. Determine what additional input, educational expertise, research and
equity review you might need in order to be confident that the data and themes identified are
accurate and representative of the community you serve.
Share back to your community, focal students and families and staff with a summary or consolidation
of the input. This could identify “areas of agreement” and “areas of dissonance” or prioritization
5
models to help show needs or places where there is tension that would benefit from continued
engagement over the next year or 18 months.
Step Five
SIA Planning. Use the themes and input generated from community input to inform your district’s or
charter school’s SIA priorities and planning, starting with strategies and leading into activities and
investments.
For Quick Reference: View the SIA Application Preview in Section Two for what you’ll be required to
submit.
Steps 6 - 8: Examining Disaggregated Data
You may have applied a similar process during your needs assessment process as a part of the
development of your CIP. The purpose of steps 6-9 is not to simply duplicate that work, but to build
off that work with attention to the focal population which the SIA calls out, along with the intent of
these funds -- to reduce academic disparities and close achievement gaps and improve mental and
behavioral health supports for students.
The bottom line: Don't repeat process for process sake; aim to move through similar steps for
planning for SIA funds in a way that takes the purpose of the law and focal student populations into
consideration throughout the process. If you have taken these steps, do not repeat them.
Step Six
Identify Disaggregated Data Sources. Select data sources you will review to understand and identify
gaps in academic achievement and the focal student groups. Identify data sources you will review to
understand more about student mental and behavioral health.
Examples of data sources for academic achievement may include: ninth-grade on-track; third-grade
reading; graduation (on-time and 5th year completion); chronic absenteeism; and local data sources
you select. Examples of data sources for mental and behavioral health may include: culture and
climate data; disproportionate discipline (behavioral referrals, suspensions, expulsions); early
learning metrics; social emotional learning measures, self-regulation measures, Essential Skills, etc.
For Quick Reference: View the SIA Application Preview’s section on data sources.
6
Step Seven
Convene an Inclusive Group to Review Data. If you don’t already have a process for data review,
establish an inclusive team to review and make meaning of the data. This could be a district team or
you could consider including families and students from focal populations, teachers, community-
based organizations, service providers, administrators and school board members. Ensure a member
of your team has data literacy expertise and intimately understands the data sources to assist with
facilitation of this process. For very small districts (less than 10 students) this could be a whole school
conversation, not focused directly on student data but considering any patterns over time and how
the school assesses student learning.
Step Eight
Examine Data. Determine where gaps or challenges for focal student populations exist. Identify
where the data reveal successes and strengths for focal student populations. Assemble other data
sources needed to complete the picture of student experiences in your district or eligible charter
school.
Steps 9 - 13: Developing Your SIA Plan and Applying an Equity Lens or Tool
Your SIA plan must be for three years (2020-2023) and will name the strategies, activities and actions
you believe will cause changes to occur and meet the two primary purposes of the SIA fund. Next
year you will have the opportunity to update your plan for the upcoming four year time period (2021
– 2025). The steps below provide an initial starting point for how you might go about developing your
plan.
Step Nine
Consider the Recommendations of the Quality Education Commission. Review the
recommendations in prior reports to inform your decision-making. The QEC reports speak to
emerging and best practices while naming essential areas of focus for continuous district and school
improvement.
Step Ten
Clarify Outcomes. Specify what your district or charter school is prioritizing and hopes will happen for
the focal student groups. Through your proposed investments, what changes do you hope will occur
over the next three years by executing your SIA plan?
7
Consider working with this definition for outcomes: Changes in the behavior, relationships, activities
or actions of the people, groups and organizations with whom a program or the district works
directly.2 You’ll revisit this thinking in the development of longitudinal performance growth targets
and a customized evaluation framework for your application.
Step Eleven
Develop Strategies. Identify strategies to support your district or charter school in generating the
changes you would like to see. Here’s strategy questions that can be helpful in your planning process:
What will be done to produce an immediate output?
What will be done to build capacity? What infrastructure is needed to succeed over time?
How will sustained support, guidance or mentoring be provided? By whom?
What will or needs to be done to change the physical or policy environment?
How will you use media or publications to promote your work?
What networks and relationships will be established or used for this to work?
What strategies or practices do we need to add?
What strategies or practices do we need to give up (those that have produced no results or
require too much effort or too many resources relative to the results obtained)?
Step Twelve
Funding SIA Plan Activities. Define priorities to focus on for the next three years. Name the specific
activities and investments you think will advance your strategies and priorities.
Step Thirteen
Apply an Equity Lens or Tool. Carefully think about the strategies and activities proposed and how
they will impact the focal student populations. Apply an equity tool or lens to think deeply about
unintended impacts on these groups and which needs may still be unaddressed. The Oregon
Department of Education Equity Lens can be used or adapted if you don’t have your own tool or
policy for examining policy and planning decisions. This guide from Race Forward is also a useful
starting point.
For Quick Reference: View the SIA Application Preview’s section on your equity lens.
2
Taken from “Outcome Harvesting” by Ricardo Wilson-Grau and Heather Britt and published by the Ford Foundation, May 2012.
Located online at
http://www.outcomemapping.ca/download/wilsongrau_en_Outome%20Harvesting%20Brief_revised%20Nov%202013.pdf
8
Essential Notes on Allowable Uses
As you work to “pull the pieces together” in order to move through the process to apply for SIA
funds, ODE recommends each applicant review the following notes on allowable uses for SIA funds.
Very small districts are supported to apply for SIA Funds in Consortia
We hope that every school district in Oregon will participate in the Student Investment Account and
benefit from the Student Success Act. For very small districts, those who meet the qualifications of
‘floor funding’ (at or below 50 ADMw) and where they see benefit in partnering with neighboring
districts, ODE will allow for applying in consortia for SIA funds. If a consortia will reach a number
higher than 100 ADMw in total, a request to apply in consortia must be received and approved by
ODE’s Office of Education Innovation and Improvement prior to application. Applications from a
consortia still must be approved by each partnering school district’s board and meet all other
application requirements.
Entering in Consortia
Districts who meet the requirements to receive ‘floor funding’ are supported to
join in consortia with districts that are within a shared ESD service area.
Investments in Early Literacy and Social Emotional Learning
SIA funds can be utilized to make investment in early learning. There is a significant body of research
on interventions and supports to improve early literacy outcomes. This evidence suggests that there
are strong benefits to supporting children’s early literacy development as early as possible, before a
child arrives at school.
The evidence also suggests that lasting, positive effects on children’s early literacy skills only occur
when the interventions, or models, used are of sufficient quality and implemented with fidelity to
support children’s outcomes and to have lasting effects. The research also points to the importance
of alignment of early literacy approaches across the pre-k to 3 grade continuum, and underscores
rd
the importance of supporting emerging bilingual students’ early literacy development in their home
language in addition to English.
9
Models that include families as partners in early literacy, like Kids in Transition to School (KITS) and
Juntos Aprendemos, have proven to boost children’s language and literacy skills, including in their
home language.
Models that support children in the weeks or months prior to the start of kindergarten - like KITS,
Ready Set Go or district-run kindergarten readiness programs – can boost children’s ability to
transition to school and learn literacy skills.
Questions regarding how SIA funds can be used for specific investments in preschool programs
remain and are being considered by ODE, the Early Learning Division (ELD), the Governor’s Office, and
K-12 and community partners. Flexibility will be offered in the first year with encouragement that
districts consider all ELD recommendations regarding effective investments and how to approach
quality standards. What isn’t clear at this time are any state planning or budget requirements
regarding how SIA funds must be developed towards meeting shared quality learning aims and
standards statewide. More information will be released as available.
Evidence-Based Strategies for Class-Size Reduction
Class Size Reduction (CSR) refers to the practice of decreasing the student-teacher ratio as a way to
increase the number of individualized student-teacher interactions in order to improve student
learning. Numerous studies have been conducted on the effects of class size reduction, and while
district and school leaders may question the cost-effectiveness of this strategy compared to other
strategies they may employ, there is demonstrable evidence that CSR has a measurable impact on
academic and non-cognitive outcomes for students, and in particular for historically underserved
students when implemented well.
Class Size Matters, a non-profit clearinghouse for information on smaller class size, articulated
the following benefits of smaller classes in its 2016 publication Summary of Class Size
Reduction Research.
Large reductions in class size in grades k-3 (class size of 15 or less) had academic impacts
evidenced four years later (Tennessee Study of Class Size - STAR).
Four years of small class size in grades K-3 improved odds for graduating from high school by
about 80% (Finn et al 2005).
Students of color and those navigating poverty receive especially large benefits from reduced
class sizes in terms of test scores, school engagement and dropout rates (Achilles 2012);
(Wilson 2002).
Positive effects of class size reduction are twice as large for students of color and those
navigating poverty (Mathis 2016).
10
Smaller class sizes significantly increase the probability of a student attending college, earning
a diploma and earning a STEM degree (Dynarski et al 2013).
The majority of the research on class size reduction has been conducted in the early grades,
particularly k-3. However, there exist a few controlled studies, including longitudinal studies, showing
gains in student outcomes for smaller classes up through the eighth grade. In one example, (Mathis
2016) CSR at the intermediate grades are described to have shown gains in:
Persistence and self-esteem
Engagement
Lower drop-out rates
A possible correlation to performance on NAEP assessments
It is important to note that CSR, in and of itself, is not a silver bullet. Districts that choose to explore
CSR must continue to provide professional development to support teacher efficacy, including
ensuring that teachers are prepared to use techniques that are particularly suited to small class
environments.
Mental and Behavioral Health
At the heart of the SIA, (detailed in Section 13 of the Act) is the purpose of the grant funds, to:
1. Meet students’ mental or behavioral health needs; and
2. Increase academic achievement for students, including reducing academic disparities for the
focal student populations.
The Oregon Health Authority (OHA) defines mental health as a state of well-being in which every
individual realizes his or her own potential, can cope with the normal stresses of life, can work
productively and fruitfully, and is able to make a contribution to her or his community. Behavioral
health is a general term used to refer to both mental health and substance use. Learn more here.
ODE and OHA anticipate jointly releasing a collection of potential investments and optional local
metrics focused on supporting and addressing mental and behavioral health for SIA applicant
consideration in January 2020.
11
DECEMBER 2019
SIA APPLICATION PREVIEW
PREPARE &
PLAN FOR
APPLICATION
SUBMISSION
A COMPLETE LOOK AT HOW
YOU WILL APPLY FOR
STUDENT INVESTMENT
ACCOUNT FUNDS.
This preview of the SIA application is created for informational
purposes only. It shares the content of what applicants will be asked to
submit through an application portal. Please only use as a tool to plan
or prep.
Section Two: SIA Grant Application Preview
Part One: General Information
This preview of the SIA application is created for information purposes only. It shares the content of
what applicants will be asked to submit through an application portal. It may be revised slightly for
clarity, logistical, use-ability, or formatting purposes. It is provided here only as a tool to plan and
prepare.
Applicant
School District or Eligible Charter School Name:
Institution ID:
Webpage (where SIA Plan will be posted):
Contact Person
First Name:
Last Name:
Email:
Phone Number:
Part Two: Narrative
Plan Summary
Your plan summary will help reviewers get quick context for your plan and the work ahead. In the
coming months this may also be used by your district to quickly explain your investments to
community, local legislators, media, and other partners. Please write 3-6 paragraphs and provide the
following information:
A brief description of your school district eligible charter school (enrollment, demographics,
strengths, challenges, etc.).
The exact need(s) or issue(s) SIA funding will address as outlined in your 3 year plan and as it
relates to the two purposes stated in the law (meeting students’ mental and behavioral health
needs and reducing disparities and increasing academic achievement).
12
Make Your Words Count
Word limits are intended to support clarity and brevity in your application.
We appreciate your efforts to distill information.
Part Three: Community Engagement and Input
Overview of Community Engagement
Describe your approach to community engagement. (250 words or less). Ensure your response
includes:
Who you engaged
Frequency / occurrence
How you ensured engagement of staff and each of the focal student groups and their families
Key information you collected
Who you partnered with in the engagement efforts
Self-Assessment of Community Engagement
Please share a self-assessment about the quality and nature of your engagement of focal students,
families and the staff more broadly. If the goal is meaningful, authentic and ongoing community
engagement, where are you at in that process? What barriers, if any, were experienced and how
might you anticipate and resolve these issues in future engagement? (500 words or less)
What relationships and/or partnerships will you cultivate to improve future engagement?
(150 words or less)
What resources would enhance your engagement efforts? How can ODE support your continuous
improvement? (150 words or less)
Who was Engaged?
Select all of the community members / groups you engaged for this process:
Students of color
Students with disabilities
Students who are emerging bilinguals
Students navigating poverty, homelessness, and foster care
Families of students of color
Families of students with disabilities
Families of students who are emerging bilinguals
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Families of students navigating poverty, homelessness, and foster care
Licensed staff (administrators, teachers, counselors, etc.)
Classified staff (paraprofessionals, bus drivers, office support, etc.)
Community Based Organizations (non-profit organizations, civil rights organizations,
community service groups, culturally specific organizations, etc.)
Tribal members (adults and youth)
School volunteers (school board members, budget committee members, PTA/PTO members,
booster club members, parent advisory group members, classroom volunteers, etc.)
Business community
Community leaders
Other _______________
How did you engage your community?
Select all of the strategies / activities you deployed to engage your community:
Survey(s) or other engagement applications (i.e. Thought Exchange)
In-person forum(s)
Focus group(s)
Roundtable discussion
Community group meeting
Website
Email messages
Newsletters
Social media
School board meeting
Partnering with unions
Partnering with community based partners
Partnering with faith based organizations
Partnering with business
Other ______________
Evidence of Engagement
Upload top five artifacts of engagement.
Artifacts may include, though are not limited to: survey data, meeting minutes,
synthesized/summarized reports of input collected, evidence of how input was collected,
communications and engagement plans and processes for outreach. Artifacts may be in
the form of documents, pictures, videos, etc.
14
Tell us why you selected the artifacts you did. How do they show evidence of engaging focal student
populations, their families and the community? (250 words)
Strategies and Activities for Engaging Focal Student Populations and their Families
Describe the strategies (at least two) that you executed to engage each of the focal student groups
and their families present within your district and community. Your response should include why the
strategies were used. (500 words).
Strategies and Activities
Strategies inform long-term goals, have a theory of action or impact, and
consider resources, context, people and timelines.
Activities are much more concrete and are oriented to smaller steps or shorter
time frames within the arc of a given strategy or set of strategies. Activities
generally have specific resource allocations and might also be called initiatives,
tactics, investments or work plans.
Strategies may include, though are not limited to: leveraging partner organizations and
existing networks; approaching focal student populations and their families first;
designing a communications and engagement plan for your district or charter school to
implement.
Describe the activities (at least two) that you executed to engage each of the focal student groups
and their families present within your district and community. Your response should include why the
activities were used. (500 words)
Activities may include, though not limited to: social media, websites, webinars,
personalized emails, surveys, in-person forums, focus groups, community gathering,
school board meeting, use of community based organization, coffee chat, newsletter,
local media, roundtable discussion.
15
Strategies and Activities for Engaging Staff
Describe the strategies (at least two) that you executed to engage staff. Your response should include
why the strategies were used. (500 words) Please note: your strategies for staff may be the same or
different for the focal engagement with student populations and their families.
Describe the activities (at least two) that you employed to engage staff. Your response should include
why the strategies were used. (500 words) Please note: your activities for staff may be the same or
different for the focal engagement with student populations and their families.
Collecting and Using Input
Describe and distill what you learned from your community and staff. Ensure your response includes:
What you learned or are actively learning
How you applied the input to inform your planning
(250-500 words)
Part Four: Data Analysis
Data Sources
Describe the data sources used and how the data informs equity-based decision-making.
(150 words or less)
Part Five: SIA Plan
Your SIA plan must be for three years. It names the strategies, activities and actions that you believe
will cause changes to occur and meet the two primary purposes of the SIA fund. It also reflects the
choices you’ve made after pulling all the input and planning pieces together for consideration. Your
SIA Plan serves as an essential snapshot of your expected use of SIA funds. In this section, you’ll be
required to upload and share how you applied an equity lens or tool in your engagement, planning
and decision-making.
We are not setting a firm limit on plan page size or word count for the SIA Plan. We suggest your
written plan be between five and 20 pages. Along with your written plan, you’ll be asked to complete
and submit an SIA Integrated Planning Tool (optional, see below) and SIA Budget (template to be
release in January 2020).
16
Key Elements of You SIA Plan: Outcomes, Strategies, Activities and Priorities
The SIA Plan itself includes the following elements and the suggested questions are offered as a guide
to support your planning:
Outcomes are the changes you’re trying to cause.
Strategies inform long-term goals, have a theory of action or impact, and consider resources,
context, people and timelines.
Activities are much more concrete and are oriented to smaller steps or shorter-time frames
within the arc of a given strategy or set of strategy. Activities generally have specific resource
allocations and might also be called "initiatives," "tactics," "investments" or "work plans."
Priorities identify an order or level of focus for different strategies and activities. Where a
district or school might have several desired strategies and activities to advance those
strategies, priorities signal what will be focused on amidst time and resource availability.
Outcomes
Your SIA plan will likely have multiple outcomes. Outcomes can be described as the changes you are
trying to cause. They might be changes in student achievement and growth; changes in policy and
practice; changes in student participation and access to programs and courses; changes in adult
behavior, practices or beliefs; etc.
What changes do you hope will happen over the next three years by executing your SIA plan?
Are you having the impact you were hoping for on the people or groups you are engaged or
partnering with? What are you seeing and learning? What would you like to see happening?
Strategies
Your SIA plan may focus on multiple (more than one) strategies over a 1-3 year period. Strategies are
the plans designed to achieve and reach your intended outcome(s).
What means (strategies) will be used to create change in your district or eligible charter
school?
What spending priorities have you decided to focus on for the next three years?
What evidence or theory of action have you considered that indicates this strategy will bring
about the changes you are targeting?
Activities
Your SIA plan outlines specific actions, activities and investments. For purposes of efficiency and
review this will be considered your budget narrative.
What activities and investments are you planning to make to advance your priorities?
What are the focused ways you plan to utilize the SIA investment (and possibly other braided
funds) to reach your identified outcomes?
17
Who is responsible for implementing the activities and investments? What are the timelines
for changes in strategy?
What is your model for continuous evaluation of the return on investment or impact of this
investment?
How are the resource allocations in your budget reflective of the changes your planning is
intended to cause?
Support for Tiered Planning
“Tiered Planning” refers to an eligible applicant’s approach to proactively
anticipate and consider modifications to SIA Plan activities and expenditures as a
result of workforce shortages or other scenarios where initial plans and priorities
may require adjustment. ODE will accept tiered plans that accommodate for
these variables by adjusting the strategies and activities and expenditures.
Priorities
In order to support tiered planning for SIA funds, please share what you think we need to understand
about your priorities for the first three years. Consider the following questions:
Where do you expect to put most of your focus, resources, and energy in the first year?
Using “High/Medium/Low” or “A/B/C” please provide a narrative description of your priorities
over the first three years.
In what ways might your priorities shift within a given year based on resource availability
(including human resources or skilled consultant supports you are planning for)?
SIA Integrated Planning Tool
ODE has developed an optional SIA Integrated Planning Tool as a resource for districts that supports
alignment with the information required within the SIA plan. Alternate tools or approaches are
allowed in addition the narrative information called for in the application.
Budget
Upload a completed SIA Budget Template. ODE will release an SIA budget template in late January
2020.
Equity Lens or Tool
Upload the equity lens or tool you used to inform and/or clarify your plan.
Describe how you used the uploaded equity lens or tool. (250 words or less)
18
Draft Longitudinal Performance Growth Targets – FOR PREVIEW ONLY
For a complete preview of the SIA application, we are including this section where we will ask SIA
applicants to provide their DRAFT Longitudinal Performance Growth Targets and the ODE Worksheet
outlined later in “Developing a Common and Customized Monitoring and Evaluation Framework.”
While asked for at the time of submission, ODE will not, in accordance with HB 3427, consider the
growth targets and documentation provided in this section as part of its review and determination if
application requirements have been met.
Co-development and agreement on a monitoring and evaluation framework for each SIA applicant,
including the Longitudinal Performance Growth Targets, will take place once an applicant has been
determined to meet all requirements.
For this reason, ODE does not recommend school board approval of the longitudinal performance
growth targets or any other evaluative criteria until a corresponding grant agreement is co-
developed and approved by the applicant and ODE after submission and approval of the SIA
Application. Please see section four in this document for more information.
Part Six: Use of Funds
Allowable Uses
Which of the following allowable use categories is your plan designed to fund within? Select any or
all.
Increasing instructional time
Addressing students’ health and safety needs
Evidence-based strategies for reducing class size and caseloads
Expanding availability of and student participation in well-rounded learning experiences
Meeting Students Mental and Behavioral Health Needs
Identify which allowable use(s) will be designated to meet student mental and behavioral needs.
Increasing instructional time
Addressing students’ health and safety needs
Evidence-based strategies for reducing class size and caseloads
Expanding availability of and student participation in well-rounded learning experiences
Describe how you will utilize SIA funds to: (500 words or less)
Meet students’ mental and health needs; and
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Increase academic achievement and reduce academic disparities for the focal student groups
called out in the law.
Addressing the Needs and Impact on Focal Student Groups
The act supports “targeted universalism.” This means that all students can benefit while focus can be
given to target or focal student groups.
Describe the potential academic impact for all students and the focal student groups based on your
plan to use funds. (500 words or less)
What barriers, risks, or choices are being made that could impact the potential for focal students to
meet the longitudinal growth targets you’ve drafted or otherwise experience the supports or changes
you hope your plan causes? (250 words)
Focal Student Groups
Focal student groups are students: of color; with disabilities; who are emerging
bilinguals’; or those navigating poverty, experiencing homelessness, or in foster care.
Part Seven: Documentation and Board Approval
Evidence of Board Approval
Upload evidence of board approval in an open public meeting (meeting minutes, notes, etc.).
Share link where the plan exists on a public website.
Part Eight: Public Charter Schools (if applicable)
Do you sponsor a public charter school(s)?
Yes
No
Did you invite your public charter school(s) to participate in the planning and development of your
SIA plan?
Yes
No
Did any public charter school(s) you invited to participate in your SIA plan decline to participate?
Yes
No
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Collaboration
Describe the process you took to collaborate with public charter(s) schools in doing community
engagement. (150 words or less)
Agreement(s)
If applicable, upload charter school SIA specific agreement(s). Upload multiple if relevant.
Applicant Assurances
By checking the boxes below, the school district or charter school assures: (check each box)
Adherence to the expectations for using its Continuous Improvement Plan (CIP) needs
assessment to inform SIA planning.
Input from staff, focal student groups, and families of focal student groups was used to inform
SIA planning (other community engagement input may also be used).
Disaggregated data by focal student group was examined during the SIA planning process.
The recommendations from the Quality Education Commission (QEC) were reviewed and
considered.
The district’s SIA plan is aligned to its CIP. [Not required for eligible charter schools]
Agreement to provide requested reports and information to the Oregon Department of
Education.
21
DECEMBER 2019
EVALUATION AND REVIEW PROCESS
HOW
APPLICATIONS
WILL BE
EVALUATED
A GUIDE FOR
UNDERSTANDING ODE'S
PROCESS FOR APPLICATION
EVALUATION AND REVIEW.
Three steps make up the SIA application review process and will be
utilized to ensure the application meets the requirements outlined in
Section 10 of the law, informed by the values and principles shared in
this document.
Section Three: Application Evaluation and Review
Process
Values and Principles Informing Evaluation and Review Process
Meeting the vision and fulfilling the promise of the Student Success Act (SSA) and the Student
Investment Account (SIA) requires significant partnership, attention, and commitment from each
community, district and the Oregon Department of Education (ODE). Oregon education leaders have
been listening to the hopes, concerns and calls for accountability from many different voices and
perspectives. New funding and investments that come from the Student Success Act will make a
difference in relation to our state’s capacity and will take responsibility to grow “internal
accountability”3 for what happens with each and every child and community. ODE has identified five
principles that will guide our approach to reviewing SIA applications and co-development of the
longitudinal performance growth targets for each eligible applicant.
1. Keep it as simple as possible. The SIA is complex. In seeking to support nuance and honor
different community needs and contexts, the legislature put forward detailed expectations for
districts and ODE. Within that framework, ODE aims to keep what it asks of districts and other
eligible applicants to document and communicate as simple and tied to the language of the
act as possible.
2. Offer the right amount of challenge and support.4 Student development theory offers a
helpful framework for thinking about how to approach engagement between ODE and
applicants. ODE’s constant challenge and priority will be to balance offering steady and useful
support to applicants while being clear about the role ODE plays to monitor, evaluate and
intervene where called to do so.
3. Treat “complying with application requirements” like educators treat student work. As a
student applies effort in coursework but needs time to revise, re-engage with materials or be
supported with an accommodation, educators step in to provide needed supports. While the
relationship between ODE and SIA applicants is not entirely the same, this principle will inform
our review process. SIA applicants will either meet the requirements put forward in the
3
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers
College Press.
4
“Sanford's Challenge & Support Theory.” Imjoeboe, 28 Apr. 2011, c.
22
legislation or they won’t. If they don’t, the standard doesn’t change but ODE can mobilize and
partner to support the applicant in meeting application requirements as long as the effort is
mutual.
4. Grow shared responsibility and public confidence. According to research from the Pew
Charitable Trust, more than 80 percent of Americans believe we can and must improve
confidence and trust in each other and in public institutions.5 In Oregon we must work
together to build trust and confidence across communities in a reimagined educational
system that centers well-being, equity and excellence for each and every child. How we
collectively implement the SSA and SIA is essential to the outcomes we seek. New ideas and
approaches to building shared ownership and growing public confidence will be pursued so
that we can ensure patience, sustained investment, and trust as we implement the SSA over
the decades to come.
5. Lay groundwork to increase alignment between state and federal investments and
initiatives. As we design and launch the SIA, ODE will identify ways to merge or link process
steps, effectively pruning and prioritizing what is asked of districts and identifying
opportunities to braid funding sources, while decreasing the impact and workload from more
than 80 distinct statewide educational investments.
Not Meeting Requirements
ODE will work with each applicant until the application is complete and meets all requirements. The
only way an applicant would lose the opportunity to access non-competitive SIA funds is if an
application is not submitted by April 15, 2020 or if the applicant doesn’t engage and complete work
to meet application requirements that need attention after initial review.
5
Rainie, Lee, et al. “Americans' Trust in Government, Each Other, Leaders.” Pew Research Center for the People and the
Press, 22 July 2019, www.people-press.org/2019/07/22/trust-and-distrust-in-america/.
23
What Makes a Complete SIA Application?
SIA Applications consist of:
Responses to the application form (general information, executive
summary, community engagement and input, data analysis and equity tool
or lens);
A completed SIA Integrated Planning Tool (applicants may use ODE’s
provided tool or an alternate that meets the requirements);
Identification of the use of funds and how plan priorities will meet the
purposes of the law and address the needs of focal student populations; and
A completed budget.
*Longitudinal Performance Growth Targets are not formally part of the application
and will not be reviewed in determining if application requirements are met. ODE is
asking applicants to share their drafted Longitudinal Performance Growth Targets
so that when an application is determined as meeting requirements, ODE and the
applicant can move quickly into the “co-development” and approval of the
Longitudinal Performance Growth Targets.
Evaluation Criteria
All applicants will be expected to meet the requirements outlined in law. For this first year of
evaluating SIA applications, a simple and standard review tool will be used by ODE to determine if an
applicant meets the following requirements:
1. Planning Process and Community Engagement
2. SIA Plan and Budget
3. Public Review and Board Approval
Evaluation Tool
ODE staff reviewers will use the tool below to evaluate each SIA application.
24
1. Planning Process and Community Engagement
Meets Does Not Meet
Requirement Requirements Requirements
1.1 Engagement efforts were inclusive of staff; students
of color; students with disabilities; emerging bilingual
students; students navigating poverty; homelessness and
foster care; and the focal student groups’ families.
1.2 The planning process takes into account input from
the engagement process.
1.3 A minimum two strategies and two activities were
described and five artifacts were provided as evidence of
community engagement.
1.4 Review of disaggregated data by focal student groups
were used to inform equity-based decisions.
1.5 Considers the recommendations from the Quality
Education Commission.
1.6 The CIP needs assessment informs or was considered
in SIA planning.
2. Three-Year Plan
Meets Does Not Meet
Requirement Requirements Requirements
2.1 Identifies which of the allowable uses will be
designated to meet student mental and behavioral needs.
2.2 Includes an informed description of how the allowed
uses will be used to meet students’ mental and behavioral
health needs; increase academic achievement for
25
students; and reduce academic disparities for the focal
student groups.
2.3 An analysis of the potential academic impact for all
students and focal student groups is included in the use of
funds.
2.4 Includes and applies an equity lens or tool to examine
the impact on focal student populations.
2.5 Activities and investments are sufficiently described
(budget narrative) and outline uses of funds that align
with the plans provided.
3. Public Review and Board Approval
Meets Does Not Meet
Requirement Requirements Requirements
3.1 SIA Plan is available on district or eligible charter
school webpage and main office.
3.2 Oral presentation of the SIA Plan to the governing
body of the grant recipient at an open meeting was
completed by an administrator.
3.3 Opportunity for public comment was provided.
3.4 Evidence of approval by the school board or governing
body of the SIA Plan, Application, Budget, and any
agreements with charter schools covered in a district’s
application.
Review Process
Three steps make up the SIA application review process and will be utilized to ensure the application
meets the requirements outlined in Section 10 of the law, informed by the values and principles
outlined above.
26
STEP ONE: STEP TWO: STEP THREE:
ODE Staff Quality Additional
Evaluation & Assurance & ODE Review (if
Assessment Learning Panel needed)
STEP ONE: ODE Staff Evaluation and Assessment
The initial step for application review will be completed by ODE staff reviewers, who will be trained to
review and evaluate plans according to the evaluation criteria and overall SIA guidance. Attention will
be given to teaming ODE reviewers who bring a diversity of lived and professional experience.
Purpose: The purpose of this review is to conduct a comprehensive evaluation of the application to
ensure 1) application completion; 2) legal sufficiency; and 3) clearly defined use of funds that meet
the intent of the law.
Method: Reviewers are expected to review the information submitted by the applicant and make an
assessment using the evaluation criteria. Reviewers will have access to applicant’s disaggregated data
and CIP submissions. Reviewers will reach agreement on one of four assessments:
A. Application Complies with Requirements
B. Application Will Comply with Requirements with Small Changes
C. Application Needs Additional Review to Make a Compliance Determination
D. Application Needs Significant Changes to Comply with Requirements
Reviewers will develop and complete a distillation of their findings to present to a Quality Assurance
and Learning Panel. This will include a summary of the application, location and demographic
information of the applicant, description of community engagement, planned uses for SIA funds and
27
the sharing of the reviewers’ assessment regarding if the applicant complied with the requirements
set forth in HB 3427.
STEP TWO: Facilitated Quality Assurance and Learning Panel
Organisation for Economic Co-operation and Development’s (OECD) Learning Framework for 20306
identifies the importance of the mobilization of knowledge to support educational systems change. In
plain language, this is about learning within and across schools, districts and communities. This step is
also designed to meet our value to grow shared responsibility and public confidence in the SSA and
our public schools.
The basic concept is to bring together panels of people to review and affirm the work of ODE staff
while increasing learning about the work being done in districts, charter schools and communities
across the state of Oregon.
Given that this is a new approach for ODE, please review the following details closely.
Purpose: The purpose of the Quality Assurance and Learning Panel is to:
1. Support public understanding and grow confidence in the implementation of the SIA;
2. Create conditions conducive for learning across districts and communities; and
3. Support ODE’s review efforts with a quality check.
Panel Design, Composition and Process: As applications are submitted within the submission window
of March 2 - April 15 2020, ODE will facilitate panels that will convene each week for approximately
six weeks. Each panel will have the capacity to review –eight to 12 ODE assessments on a given day.
6
Organisation for Economic Co-Operation and Development,
www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
28
A Quality Assurance and Learning Panel will ideally
be composed of: Sample Agenda
Practicing or retired educators;
Quality Assurance and
students;
Community partners; Learning Review Panel
Family members and/or advocates
Orientation
representing/serving parents and families;
ODE Staff Summary and Assessment
Representatives from philanthropy or
Summary of application (name,
business;
location, demographics)
School board members and elected
Summary of SIA Plan
representatives;
Description of community
School and district administrators - including
engagement
ESD leaders.
Assessment
Panelists will engage with ODE staff when reviewing Protocol for Questions
applications that are outside of their experience and Process for Decision-Making to Affirm
region and no conflicts of interest will be permitted.7 ODE Assessment
While the make-up of each panel may be unique, the
process will follow a consistent and uniform protocol.
Panelists will receive a video orientation and meet for an orientation session on the day of their
service.
Panel sessions will follow a consistent protocol facilitated by ODE staff. ODE will document their
learning throughout the process to improve future planning and review cycles.
The session will begin with the ODE staff reviewers completing a seven-minute summary and
distillation of the application along with naming their assessment:
A. Application Complies with Requirements
B. Application Will Comply with Requirements with Small Changes
C. Application Needs Additional Review to Make a Compliance Determination
D. Application Needs Significant Changes to Comply with Requirements
7
ODE will document and confirm that panelists don’t consider ODE assessments for any applicants based on conflicts of
interest, including being in the same region of the state or prior experience.
29
Panelists will be facilitated through a protocol to ask clarifying questions, questions that have brief
factual answers and then probing questions.
Panelists will then be asked to move through a sequence for decision-making supported by the
facilitator.
The first vote will use a participatory decision making structure called
“Fist to Five.”
The question panelists are asked is, “Do you affirm the assessment
made by the ODE Staff reviewers?”
Panelists will then communicate their answer to the question with a
show of hands using the following guide.
Fingers Perspective
5 = Moving Forward “I think the ODE reviewers’ assessment is very accurate.”
4 = Solid Support “I have confidence in the ODE reviewers’ assessment.”
3 = Comfortable “I’m not in total agreement with the assessment but I feel comfortable
Enough enough and can support the assessment without further discussion.”
2 = Minimal “I am moderately comfortable with the assessment as it has been offered,
Support but would like to discuss some minor issues.”
1 = Strong “I have strong reservations about the assessment and want to discuss certain
Reservations issues.”
Fist = Strongest of “I have the strongest of concerns and need to talk more about the
Concerns assessment. This application and the ODE assessment needs additional
review.”
Quick Decision: If the panel is all 3’s, 4’s and 5’s the review is complete and the assessment of the
ODE reviewers is advanced.
If any panelists hold up a 2 or below, they have the opportunity to briefly name their insights or
concerns to the group. Those with a fist have time to share why they believe the direction contradicts
30
a core value or aim of the legislation. While brief, this time for the sharing of concerns offers a
powerful practice of hearing concerns and needs that might otherwise be missed in moving directly
to a majority vote.
2nd and Final Round: An “official” majority vote is then taken by a show of hands or voice vote with
the results standing, recorded and announced. If the panel affirms the ODE reviewers’ assessment by
either Quick Decision or 2nd and Final Round, the process moves ahead.
In the case that the panel does not affirm the assessment offered by ODE reviewers, the application is
forwarded into the third step for additional review. The panel is not determining whether or not an
application meets the requirements. The panel is either affirming or challenging the assessment
made by ODE Staff and spurring additional review processes for that given application.
STEP THREE: Additional ODE Review
A diverse team of senior ODE leadership will meet and provide additional review for any applications
that are advanced to this step. This team will meet with the initial ODE staff reviewers and consider
notes from the Quality Assurance and Learning Panel. Applicants and their supporting ESDs may be
consulted or engaged with additional questions in this process. The team will make a final assessment
which will be reviewed and signed off on by the Assistant Superintendent for the Office of Education
Innovation and Improvement.
31
DECEMBER 2019
LONGITUDINAL PERFORMANCE GROWTH TARGETS
CREATE A
COMMON &
CUSTOMIZED
FRAMEWORK
HOW TO DESIGN YOUR
MONITORING AND
EVALUATION SYSTEM.
The following information and guidance is set out by the Oregon
Department of Education (ode) to assist applicants with their initial
development of longitudinal performance growth targets, progress
markers and optional local metrics.
Section Four: Longitudinal Performance Growth
Targets
Orientation to ODE’s Approach
The practices and approaches being invested in by the Student Investment Account are intended to
be an important part of overall district and system improvement efforts. The longitudinal
performance growth targets required by the Student Success Act can provide a picture of key points
of student progress and growth. They don’t, however, show every aspect of student growth or cohort
growth, nor are they intended to. It is important to acknowledge that several of the ways SIA funds
can be used do not and will not directly or immediately correspond to changes in the common
metrics established in the Act (Section 12) for ODE to monitor performance.
This guidance on setting longitudinal performance growth targets is extensive. It is both conceptual
and technical. It will be helpful for districts to review the information closely. Our hope is to avoid
accountability pitfalls experienced in No Child Left Behind, Race to the Top, education compacts, and
other education initiatives over the last few decades. Previous accountability measures sometimes
centered more on ideals than achievable outcome improvement, served to narrow the curriculum,
shamed and blamed schools supporting underserved students, over promised or oversimplified
outcomes, were distilled in media reports as mostly about rankings and did not balance aspirational
and realistic targets.
Instead, ODE is applying the following values in setting out guidance in this area:
1. Monitoring and evaluation is central to learning. Supporting the development and use of
measures that are authentic, ambitious and realistic, and consider student and system growth
over time is essential to support system learning and successful SIA implementation.
2. Context matters. Oregon has several districts with more than 10,000 students. It has almost
as many districts with fewer than 10 students. Approaches to the development and
monitoring of longitudinal performance growth targets must be flexible, responsive and
adaptive.
3. Center the two core purposes of the SIA - to improve student health and well-being and
achieve equity-based outcomes in student learning. Provide support and name challenges to
advance this work with integrity.
32
4. Progress is not linear and all measures of progress are not created equal. We have the
opportunity to develop and grow an approach to monitoring and evaluating systems for
district learning and performance.
A Common and Customized Framework
Common Metrics
Section 12 of the Student Success Act provides the statutory requirements for longitudinal
performance growth targets.
“Common metrics” were identified in the legislation to help districts, eligible charter schools and the
state measure the success of the activities funded by the SIA. These metrics are:
1. Four-year Graduation -- The percentage of students earning a regular or modified diploma by
the end of the summer following their first four years in high school.
2. Five-year Completion -- The percentage of students earning a regular, modified, extended or
adult high school diploma, or a GED within five years of entering high school.
3. Third Grade Reading -- The percentage of students proficient on statewide English language
arts (ELA) assessments in 3rd grade.
4. Ninth Grade On Track -- The percentage of students earning at least one-quarter of their
graduation credits by the end of the summer following their 9th grade year.
5. Regular Attenders -- The percentage of students attending more than 90 percent of their
enrolled school days.
Each of these common metrics are research-based indicators of the effectiveness and health of our
educational system.
Additionally, these metrics are influenced by what systems and schools do to target improvement.
These metrics can be slow-moving, lagging measures that can be difficult to explicitly link to or be
solely reflective of the allowable investments within the SIA.
33
What’s Required
The law states that ODE shall collaborate with eligible applicants in the development of applicable
longitudinal performance growth targets and that these targets must:
Be based on data available for longitudinal analysis; and
Use overall rates for districts and gaps in disaggregated rates.
Include the common metrics and any locally defined metrics included in an applicant’s plan.
It is important that SIA applicants and ODE co-develop and build a framework for monitoring and
evaluation that supports variance in needs and investment and reflects system improvement and
growth over time.
Applicants are expected to be comprehensive in developing longitudinal performance growth targets
for each of the common metrics.
Longitudinal Performance Growth Targets to be
Submitted with your Application
ODE will review all applications for SIA funds that comply with the application
requirements of Section 10 of the Student Success Act. Longitudinal Performance
Growth Targets are not formally part of the application and will not be reviewed in
determining if application requirements are met. ODE is asking that districts share their
drafted Longitudinal Performance Growth Targets so that when an application is
determined as meeting requirements, both parties can move quickly into the “co-
development” phase of work to set longitudinal performance growth targets.
Longitudinal performance growth targets must apply to the applicant as a whole and to the
following student groups, which have historically experienced academic disparities (as defined by
House Bill 3427):
Students eligible for Free or Reduced Prices school meals
Students with disabilities
English learners
American Indian/Alaska Natives
Black/African Americans
Hispanic/Latinos
34
Native Hawaiian/Pacific Islanders
Homeless students
Students who are foster children8
Additional Focal Student Groups
The State Board of Education may also define additional student groups to which targets must apply,
but has not yet added additional groups. Applicants may also choose to identify additional student
groups to which targets apply. We refer to the student groups above as “focal groups” or (when
referring to a single one of these groups) as a “focal group.”
What You’ll Develop and Submit
Each applicant and ODE will co-develop 5-year targets, baseline and stretch targets for
each of the common metrics (4-year graduation, 5-year completion, 3rd grade reading,
9th grade on track, and regular attendance) and gap closing targets for each of the five
common metrics.
Start with the end in mind: where do you want to be in five years? (this is your
5-year target)
How will you get there? (these are your baseline and stretch targets)
How will you begin to close gaps for the focal student groups? (these are your
gap closing targets)
Check out the simplified worksheet ODE created to support your initial efforts.
When a Grant Recipient Does Not Meet Performance Growth Targets
ODE may provide extra supports to districts that do not meet growth targets. However, the law
acknowledges that an applicant’s progress toward targets may be sporadic, or subject to unexpected
changes in circumstances. To that end, a grant recipient may submit an explanation for the reasons
why the growth targets were not met; and ODE may:
Take into consideration the explanation submitted by the grant recipient;
Require the grant recipient to enter into a coaching program; and/or
Direct the expenditure of SIA funds.
8
Data for this student group is not yet available for all indicators.
35
A Visual to Inform Our Work Ahead
The graph below shows baseline and stretch targets for the “all students” over five years along with a
single gap closing target.
Progress Markers
For each of the five common metrics, ODE is introducing the use of “progress
markers” - sets of indicators that identify the kinds of changes we would
expect and like to see in policies, practices and approaches over the next
three years that we think would lead to applicants reaching their longitudinal
performance growth targets.
Progress Markers
Progress markers9 offer a set of potential milestones that grant recipients and ODE can look for and
map to show progress towards the longer-term changes that would be reflected in the common
metrics.
Progress markers illuminate the depth and complexity of changes that advance overtime. Moving
from early and expected changes, towards likely changes; and extending all the way toward profound
changes desired based on the efforts of SIA applicants.
9
Earl, S., Carden, F., & Smutylo, T. (2001). Outcome mapping: building learning and reflection into development programs.
Ottawa: IDRC.
36
The theoretical underpinnings of progress marker development for ODE is informed by Outcome
Mapping - an approach to planning, monitoring and evaluation that puts people at the center, defines
outcomes as changes in behavior, and helps measure contribution to complex change processes.
Applicants may Customize with Optional Local Metrics and Progress Markers
Districts and eligible charter schools are encouraged to put forward additional progress markers
toward the common metrics based on the framework provided.
Applicants may also elect and are encouraged to put forward optional local metrics (in addition to the
five common metrics) that may more accurately align to the particular strategies, activities and
investments outlined in their SIA grant application and plan.
For example, where a district might be prioritizing investments in reading proficiency, they are
welcomed and encouraged to consider a range of optional metrics in addition to the 3rd Grade
Reading Common Metric. A district could add their own formative and interim assessment strategies
and data along with assessments of Cognitive Academic Language Proficiency that might show
measures of literacy in languages other than English or show a fuller student learning profile that they
want to customize and use as part of their overall monitoring and evaluation framework.
Based on our understanding of legislative intent, ODE is purposefully being very open on local metrics
in the first year of implementation. SIA applicants have the opportunity to consider a broad array of
approaches. That stated, applicants are encouraged to carefully consider the impact of applying any
selected metric in an accountability framework – some measures are best used in support of learning
between an educator, student and family. Considering the purpose of a metric and its intended
application, the impacts on equity and the metric’s validity and reliability is recommended. Districts
might also consider where any optional metrics fits within its own assessment system.
Attending to Oregon’s Smallest Districts
ODE recognizes the importance of local context and the need for a differentiated approach for very
small districts, especially those within the “floor” of SIA grant allocations with a student body of
fewer than 50 students. For applicants that meet this criteria, ODE will focus solely on the local
metrics and the progress markers. While ODE will monitor changes to the required five common
metrics, Oregon’s smallest districts will not be required to provide any projections or forecasts of
these measures. Technical assistance will also be available through ODE and regional ESDs to support
your work.
37
Taken together, we believe these tools and approaches provide for a common and customized
monitoring and evaluation framework for each SIA grant recipient and ODE to use throughout SIA
implementation.
A Foundational Year
At the start of the 2020-2021 school year, grant recipients will implement their SIA plans (which
extend over three years) and begin monitoring progress toward meeting their longitudinal
performance growth targets. The first year of implementation is a foundational year. It is unique in
that grant recipients are required by law to re-visit each aspect of SIA planning in engaging with focal
students, families, staff and community to set four-year plans (which will extend from 2021-2024)
with a two-year implementation window. This “repeat” process is both a challenge and a significant
opportunity.
One of the opportunities ODE has identified is using the first year of longitudinal performance growth
target setting as a “foundational year” in utilizing the conceptual framework described above and the
detailed technical guidance that follows. While the monitoring process and target setting is real and
substantial for the first year, ODE will allow SIA applicants to adjust their five-year projections,
progress markers and optional local metrics in the application and co-development process we will
move through in the spring and summer of 2021.
Using the first year of implementation to grow comfort and learning across the state with this
framework and to further develop and refine the progress markers will support getting a strong
foundation “set” for the next four year-plans which we then will keep as constant and unchanged as
possible.
The Starting Point for a Collaborative Process
The following information and guidance aims to assist applicants with the initial development of
longitudinal performance growth targets.
ODE Will Provide Disaggregated Data and Data Visuals
ODE will provide all districts and eligible charter schools who are applying independently for SIA funds
with disaggregated data for the five prior years for each focal student group. This data will be
packaged and available for applicants in January 2020.
38
A Note on Suppressed Data
Where the number of students (n) is 10 or fewer in any group, ODE will provide
this information in a format that is both suppressed and unsuppressed. To
protect the privacy of students, unsuppressed information will be for district
internal use only. Only suppressed information should be used when presenting
this information in any public setting.
The data provided by ODE to districts and charter schools applying independently will show
disaggregated data by each of the SIA focal groups as well as aggregate scores for each of the five
common metrics set out in the Student Success Act: 1) four-year graduation rates, 2) five-year
completion rates, 3) 3rd grade reading proficiency rates, 4) 9th-grade on track rates; 5) regular
attender rates. This information will be provided as an input and support the planning process.
Applicants are encouraged to review their own disaggregated data in addition to what ODE provides
in an effort to personalize their own planning process.
ODE will provide a simple data visualization looking at longitudinal performance for the past five
years along with a potential forecast for the next five years. The forecast is not a directive but an
input to help districts and eligible charter schools draft, establish and agree on longitudinal
performance growth targets as required by the Student Success Act. There is no single formula for
setting these targets as investments in programs and interventions will vary from district to district.
Please note: Grant agreements, and therefore the longitudinal performance growth targets, are not
valid until approved by ODE and the governing body of the eligible applicant at an open meeting.
Keep the Conversation Going
Consider how you might share and discuss your draft work with your leadership
teams, community, student groups and school board. While this information can be
complicated to communicate due to the technical and complex nature, we
encourage you to share the big picture. This might include explaining longitudinal
performance growth targets, a snapshot of data for each metric and focal student
group population, an explanation of progress markers and how you’ll track progress
year over year, and most importantly, what they can do to stay involved.
39
ODE and ESDs Will Engage with Each Applicant to Collaboratively Set Growth Targets
Once an application meets all requirements, ODE will partner with ESDs to engage with the applicant
in a collaborative process to set longitudinal performance growth targets. The longitudinal
performance growth targets applicants submit as drafts in their application submission will serve as
the starting point for the collaborative process between ODE and the applicant.
ODE Will Provide Online Webinars and Workshops to Support Understanding
In January-February of 2020, ODE will provide webinars and workshops to support applicant
understanding and tools to develop draft longitudinal performance growth targets ahead of the SIA
application window. This will be done in collaboration with ESDs.
SIA Grant Applicants are asked to:
Examine Disaggregated Data
Examine the data and longitudinal performance forecast provided as an input by ODE for your
consideration in setting your own growth targets.
Complete a Growth Target Worksheet
Completing the ODE provided worksheet to develop longitudinal performance growth targets can
help applicants identify questions, get support, and make any adjustments ahead of submitting their
draft longitudinal performance growth targets as part of their SIA application.
Technical Guidance for Setting Longitudinal Growth Targets
Step One: Set Long-Term, Five-Year Targets
Applicants will set long-term five year targets for each of the four metrics. In the worksheet, this is
the far-right column (illustrated below).
Four-Year Graduation
District-Wide
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Stretch
Target
Baseline Target
Focal Student Groups
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Gap Closing
40
General Guidelines
Some general guidelines are shared below; however, each applicant should consider its own data and
trends, as well as the programs that will be implemented with SIA funds. There is no single formula
for setting these targets as investments in programs and interventions will vary from district to
district. Five-year targets should be based on:
The applicant’s historic trends for that metric;
An evaluation of the likely impact of SIA programs on that metric; and
Statewide averages and trends.
Step Two: Set Baseline and Stretch Targets
Applicants will set “baseline” targets – or the minimum growth they would be satisfied to meet or
maintain over that five-year period.
Baseline targets are not formulaic; they should be based on:
The applicant’s historic trends for that metric; and
An evaluation of the likely impact of SIA programs on that metric.
Applicants will also set the higher end of the range which is called a “stretch” target – an ambitious
achievement target. While ambitious, this “stretch” target is also realistic.
Stretch targets represent significant improvement by the district in either:
Raising academic achievement; or
Reducing academic disparities and closing gaps.
An example of baseline and stretch targets are shown in this section to illustrate the concept. The
baseline and stretch targets are defined below:
A baseline target represents the minimum expectations for progress.
A stretch target represents significant improvement and goes beyond prior expectations.
General Guidelines
Below is an example of district data. These numbers are chosen in order to demonstrate a range of
circumstances and considerations for setting targets. In general:
41
Applicants, especially those below statewide averages, should strive to match or exceed
statewide progress, and not to see a decline in indicators.
Applicants at the very high end of achievement might expect less or slower growth, or
perhaps to hold steady and see maintenance at these levels as a signal of excellence.
Expecting growth above the “High” values outlined below may produce an unachievable
target for districts.
New programs don’t always impact metrics immediately; we expect growth to accelerate over
time. This means intermediate targets may rise slowly at first.
5-year History
Indicator ‘14-15 ‘15-16 ‘16-17 ‘17-18 ‘18-19 5-yr Ave. 5-yr Trend State Ave. State Trend
Regular Attenders 87.7 86.3 84.7 82.9 86.6 85.6 (0.5) 80.7 (0.6)
3rd Grade Reading (ELA) 36.9 32.7 30.2 35.3 35.9 34.2 0.1 47.5 (0.2)
9th Grade On-Track 62.5 63.5 74.0 78.3 87.8 73.2 5.5 83.8 1.0
4-Year Graduation 56.1 65.9 65.5 64.1 71.5 64.6 2.4 76.1 1.4
5-Year Completion 4
79.1 75.1 78.9 80.5 81.4 79.0 0.8 83.4 0.6
When combined with the applicant’s own five-year trends and specific programs of implementation,
the above guidelines can help applicants develop longitudinal performance growth targets for all
students over five years.
The graphic illustration below can begin to help visually illustrate the concept of growth target setting
that will continue to be described and further detailed.
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A Few Notes on this Approach
This approach to the setting of longitudinal performance growth targets has its strengths and will
reveal areas for improvement. We hope that this approach:
Meets the requirements of the Act, yet acknowledges that the future is difficult to predict.
Creates the conditions for districts to really think about their local SIA plans and consider the
expectations of their stakeholders.
Provides flexibility of districts to adapt targets to their individual plans.
Does not create undue burden through the creation of page after page of targets.
Creates a simpler system that still highlights those focal groups that are experiencing the
greatest academic disparities.
Eliminates the confusion of setting or not setting targets individually for small groups of
students.
Creates the most flexibility for districts to respond to the variance of differing demographics
while keeping a focus on closing opportunity and achievement gaps.
As a final note, while these longitudinal growth targets will be required, they should not be the main
focus of the SIA application. Too often in the past the state and federal systems have incentivized
“chasing the numbers” at the expense of continuous improvement and thoughtful implementation of
policies and programs.
Our hope is setting a reasonable range of expected improvement, rather than a
single fixed target, will leave the focus where it belongs: improving the lives and
outcomes of Oregon’s students.
Getting Started
For the purposes of longitudinal performance growth target setting, three options are suggested for
determining your starting points. Each is illustrated below and includes setting targets:
Option 1: Based on previous year’s performance
Option 2: Using the average of previous years of performance
Option 3: Unrelated to prior data and past performance
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Option 1: Based on previous year’s performance
Option 2: Using the average of previous years of performance
Option 3: Unrelated to prior data and past performance
Overview of Historic State and District Trends
In order to set longitudinal performance growth targets it is instructive to consider the recent history
of these metrics in Oregon and in school districts. The goal is to provide some state context around
achievable long term targets and ambitious and achievable yearly growth targets. The next few tables
provide some state context that can help districts set ambitious, yet achievable, long term targets
and yearly targets.
The table below shows the last five years of state-level data on each of the five common metrics.
(Data for virtual charter schools has been removed from these data, since these data are also
removed from district trend reports.)
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All Students
School Year/Report Year
Year-
Indicator 2014-15 2015-16 2016-17 2017-18 to-Year
2018-19 Trend
Regular Attenders 82.6 81.3 80.2 79.6 79.6 (0.6)
3rd Grade Reading 47.8 48.5 46.1 47.7 47.2 (0.2)
9th Grade On Track 80.4 83.9 83.9 85.0 85.8 1.0
4-year Graduation 72.8 74.7 75.8 77.7 79.7 1.4
5-year Completion 82.6 82.3 82.7 84.1 85.5 0.6
Many districts see gains over time, and many also see decreases over time. Some districts have seen
very strong growth over the last five years.
Why Pay Attention to the Trend?
Individual districts show a range of trends. The “trend” column is an indication of
the typical year-to-year increases or decreases for each of the metrics. These are
five-year linear trends so, for instance, one should note that the majority of the
9th grade on track increase happened between years one and two, while most of
the increase in five-year completion rates occurred in the last two years of data.
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Realistic, Attainable Targets
As you work to set realistic, attainable targets, ODE recommends you use this
table to help you consider what might inform ambitious targets. Growth
projected at rates higher than these percentages is likely to be unrealistic.
Growth Achieved by the Top 10 percent of Oregon’s Districts
The table below shows the growth that top 10
percent of districts have achieved or exceeded
Growth Achieved by top
over the last five years.10
Indicator 10% of Districts
Average yearly growth at this pace
Regular Attenders 1.2
represents a significant achievement.
3rd Grade ELA 3.7
9th Grade On Track 4.4
4-year Graduation 3.8
5-year Completion 2.3
Percentiles of District Achievement
To provide additional context, the table below shows percentiles of district achievement, based on
the average of the five-year most recent years of data. For example, 10 percent of districts had
achievement at or above the 90th percentile, while 10 percent of districts had achievement below
the 10th percentile.
All Students -- 5-year Averages
District Achievement Percentiles
Indicator 10th 25th 50th 75th 90th
Regular Attenders 73.3 76.9 80.6 83.5 85.8
3rd Grade Reading (ELA) 28.4 35.6 43.8 50.7 60.0
9th Grade On Track 73.1 77.8 84.3 89.2 95.6
4-year Graduation 65.8 72.9 79.6 86.8 92.8
5-year Completion 75.3 80.3 86.1 91.6 96.0
10
More details on the range of district trends is in Appendix A
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District Example
A district with 1,800 students has determined their “starting point” based on the
prior five years for 3rd grade reading (ELA) is 35.6 percent of students meeting or
exceeding standards.
Based on SIA engagement processes and planning, they’ve determined to use a
significant portion of their SIA funds on early literacy and are working on how to set
their “baseline” and “stretch” targets by considering their five year target.
Understanding that the top 10 percent of districts have been able to increase
performance at the rate of 3.7 per year, they’ve set their stretch target in five years
at 54.1 (3.7 x 5 years = 18.5 + 35.6). Having done the math, now they want to
consider the trajectory and feasibility of that growth and also how they might set
the baseline target they’d propose (as this is a co-development process with ODE).
Step Three: Set Gap Closing Targets for Focal Student Groups
The purpose of the “Gap Closing Targets” is for districts (and eligible charter schools) and the state to
set targets and monitor the reduction of academic disparities between groups of students, especially
for focal student groups named in House Bill 3427. An achievement gap can be calculated in a
number of ways, and for a number of purposes. When setting gap closure targets we
encourage districts to consider the following gaps:
Within-district gap between the focal group and the applicant as a whole (e.g., Group A at the
district level compared to all students in the district).
Within-state gap between focal groups for the applicant and the state as a whole (e.g., Group
A at the district level compares to all students in the state, or to Group A at the state level).
The reasoning is that a district can average high performance in one or all common metrics and still
have significant gaps in some or all focal groups as defined in HB 3427. There is great educational
value for all students in helping illuminate and focus on within-district gaps.
Another consideration is that a district can have small achievement gaps amongst student groups, but
collective performance could remain very low compared to the state average. In those situations it
might be best to work toward raising achievement toward state averages.
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Here is one visual picture of how target setting will develop:
Gap Closing Targets, while a single set of targets, are used for all focal groups meeting the minimum
n-size requirement. The actuals for each focal group should be plotted. The group of focal targets,
while each group has different needs and strengths, allows for a projection that can put a central
focus not just on achievement but on closing gaps in academic disparity.
N-Size Reminder
Where the number of students (n) is 10 or fewer in any group, ODE will provide
this information in a format that is both suppressed and unsuppressed.
Identifying Student Groups Most at Risk of Not Meeting Targets
The creation of the focal targets in this way also identifies those groups most at risk of meeting
longitudinal growth targets, as required by the Act in each applicant’s plan. Perhaps the best way to
illustrate some of the considerations that need to be taken into account is to provide
examples. While detailed, we hope these early examples are thought provoking and can help
districts navigate this process.
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Need Support to Set Your Targets?
ODE will provide a series of online workshops and case studies in late January and
early February to further support applicants in drafting longitudinal performance
growth targets.
District Example
Below is an example of district data. These numbers are chosen in order to demonstrate a range of
circumstances and considerations for setting targets.
5-year History
Indicator ‘14-15 ‘15-16 ‘16-17 ‘17-18 ‘18-19 5-yr Ave. 5-yr Trend State Ave. State Trend
Regular Attenders 87.7 86.3 84.7 82.9 86.6 85.6 (0.5) 80.7 (0.6)
3rd Grade Reading (ELA) 36.9 32.7 30.2 35.3 35.9 34.2 0.1 47.5 (0.2)
9th Grade On-Track 62.5 63.5 74.0 78.3 87.8 73.2 5.5 83.8 1.0
4-Year Graduation 56.1 65.9 65.5 64.1 71.5 64.6 2.4 76.1 1.4
5-Year Completion 4
79.1 75.1 78.9 80.5 81.4 79.0 0.8 83.4 0.6
Each district’s data is unique and a “five-year” trend can contain significant ups and downs (this is
especially true for smaller districts). Here are some of the unique features of this district’s data:
Although Regular Attendance had been declining, the district appears to have reversed that
downward trend. District rates remain above the state average.
3rd Grade ELA has been fairly flat, but the district did experience a dip for two years. Rates are
significantly below the state average.
9th Grade On-Track has shown very significant gains over this period. These gains cannot be
sustained (otherwise rates would rise above 100 percent).
Graduation has seen rates plateau in the middle of the period, with spikes upward at either
end, but rates remain below state averages.
Completion rates have been fairly steady with modest growth, mirroring the overall state
trends.
Example of SIA Priorities in this District
For illustrative purposes only, let’s assume this district is implementing programs that:
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Are expected to improve early literacy;
Provide more social, emotional and academic support in grades 6-9; and
Expand on available electives in high school.
The district expects these programs create sustained improvements in 3rd grade ELA. The district
hopes to continue the strong results for Regular Attender and 9th grade on-track indicators. The
district also believes its recent efforts to better support high school students are already being seen
in the district’s graduation rate, and will soon be seen in the five-year completion rate.
Regular Attenders
Regular Attenders 5-year History
Each of the programs
should increase Regular 2014-15 2015-16 2016-17 2017-18 2018-19 5-year Average 5-year Trend
Attender rates, though 88.7 87.3 85.7 83.9 87.6 86.6 (0.6)
these rates are already
strong. The table above shows the regular attender rate for the district over the last five years. Data
for each of our student groups, is also shown below. These are five-year averages, which help smooth
out the variation for small student groups.
Regular Attender - Disaggregated Data
5-
Approximate Group 5-year Year
Student Group Size Average Trend
Economically Disadvantaged 2,730 85.4 (0.6)
Students with Disabilities 500 83.8 (1.6)
English Learners 1010 88.6 (0.6)
American Indian/Alaska (1.1)
Native 30 82.4
Black/African American 30 89.0 (5.1)
Hispanic/Latino 1,570 87.8 (0.2)
Homeless 100 66.5 NA
All Underserved Groups 2,970 85.5 (0.6)
All Students 3,630 86.6 (0.6)
As noted above, regular attendance was high in 2014-15, and then the district showed a steady
decline. Many of our student groups are at or above both district and state averages. Student groups
with the lowest rates of regular attenders include economically disadvantaged students, students
with disabilities, native students and homeless students.
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District Example: Setting Baseline and Stretch Targets
We begin by setting 5-year targets followed by baseline and stretch targets for all students. This
district’s current regular attender rate is well above the state average, and is, in fact, close to the 90th
percentile. The baseline target is to at least maintain the current five-year average of 86.6.
The fact that this district’s rate is currently relatively high does limit growth potential on this
indicator, however, as the district believes that it’s possible to attain 89 percent regular attendance in
five-years. This is the stretch target.
The baseline and stretch targets aim Baseline & Stretch Targets 5-Yr Target
to come close to the highest rate Targets 2019-20 2020-21 2021-22 2022-23 2023-24
seen in the last five years, and move
Baseline 86.6 86.6 86.6 86.6 86.6
upward from there. The gap closing
target is to have all student groups Stretch 88.0 88.5 89.0 90.0 91.0
reach the current average in five
Gap 83.0 83.6 84.6 85.6 86.6
years.
These targets are illustrated below.
Third Grade Reading Proficiency (English Language Arts)
This metric has been fairly flat over the last five years, largely mirroring the state trend. However, the
district’s achievement is more than 10 points behind the state as a whole. The district believes
literacy programs in elementary school should lead to higher rates of proficiency in ELA in 3rd grade.
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The proficiency rates for the district over the last five years is shown below:
3 Grade Reading (ELA) 5-year History
rd
5-year 5-year
2014-15 2015-16 2016-17 2017-18 2018-19 Average Trend
35.7 31.5 29.0 34.1 34.7 33.0 0.1
Data for each of our student groups is also shown below. These are five-year averages, which help
smooth out the variation for small student groups. To protect confidentiality, only those groups with
at least 10 students each year are shown.
3rd Grade Reading (ELA) - Disaggregated Data
Student Group Approximate Group Size 5-Year Average 5-Year Trend
Economically Disadvantaged 210 29.8 0.4
Students with Disabilities 40 14.4 (2.9)
English Learners 110 23.6 (0.0)
Hispanic/Latino 130 27.1 (0.2)
All Underserved Groups 230 29.3 0.2
All Students 290 34.2 0.1
However, this example district also has a high percentage of English Learners (40 percent at third
grade). These students typically achieve English proficiency at about grade five (as is true statewide),
and we see strong results for these students in middle school and beyond. Even with program
improvements, it is not reasonable to expect most of our English learners to be proficient in English
language arts by grade 3. This reduces our growth expectations for 3rd grade ELA, but we still expect
improvements for our English-only students, leading to a five-year baseline target of 36 percent.
The stretch target would be to reduce our gap with the state by half over the five-year period. The
initial baseline target is to match our five-year average, and our initial stretch target would match our
results from 2014-15, which was the highest value in the last five years.
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Baseline & Stretch Targets 5-Yr Target
Goal 2019-20 2020-21 2021-22 2022-23 2023-24
Baseline 34.2 34.5 35.0 35.5 36.0
Stretch 37.0 37.5 38.5 40.0 42.0
The following visual illustrates 5-year targets, baseline and stretch targets, and gap closing targets.
9th Grade On-Track
This indicator has seen tremendous growth in the last five years. The district went from well below
the state average to above the state average in the most recent year. This amount of improvement
reflects the focus we have put on helping students navigate their first year in high school. While we
hope to continue to improve, it is not possible to sustain this amount of growth in the long run.
Hence, we expect diminishing growth over time as we approach higher and higher levels on this
indicator. The proficiency rates for the district over the last five years is shown below:
9th Grade On-Tract 5-year History
2014-15 2015-16 2016-17 2017-18 2018-19 5-year Average 5-year Trend
66.6 66.5 76.1 79.4 87.9 75.3 5.6
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Data for each of the districts’ student groups is also shown below. Because the district has seen such
a strong increase over time, the table below also shows the most recent rates for each group. To
protect confidentiality, only those groups with at least 10 students each year are shown.
9th Grade On-Track - Disaggregated Data
Student Group Approximate Group Size 5-Year Average 5-Year Trend 2018-19 Rate
Economically Disadvantaged 190 70.3 6.8 84.8
Students with Disabilities 30 65.3 4.6 77.1
Hispanic/Latino 80 77.1 6.9 92.7
All Underserved Groups 210 71.6 6.8 85.8
All Students 270 75.3 5.6 87.9
The baseline target would be to remain at the 2018-19 level, as this already is significantly above our
5-year average. As a stretch target we would like to reach the 75th percentile for the state. The initial
baseline target is slightly conservative. It is the five-year state median and is somewhat below our
2018-19 rate. The 2018-19 rate was well above the upward trend for the previous four years, and
might not be repeated for 2019-20.
The gap closing target is to continue to increase the percentage of students’ on-track at the end of
9th grade, and to increase all student groups to our baseline target.
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Establishing Progress Markers for Each Common Metric
For each of the common metrics in the foundational year, ODE will provide six initial progress
markers that will track in relationship to the priorities and focus of the plans and investments of SIA
recipients. During the baseline year, ODE will work with districts and ESDs to workshop and further
refine and set more widely shared and refined progress markers.
Once established, these progress markers will help ODE monitor and share back learning across the
state and to the legislature. This monitoring will also be used to inform any considerations of ODE
requiring district participation in the Intervention and Strengthening Program introduced within this
guidance.
Early draft progress markers for 3rd Grade Reading Proficiency are provided here for example
purposes only. ODE will engage and develop further iterations of progress markers for each of the
common metrics in January 2020. Comment and feedback is welcomed and encouraged by SIA
applicants and the larger educational community in Oregon. ODE will then finalize common progress
markers by the end of February for the foundational year.
Example of Early Draft Progress Markers for 3rd Grade Reading
3 changes we expect to see from SIA investments in early literacy:
1 Literacy strategy is documented and communicated to staff and families.
2 Hiring and policy implementation reflects an active agenda.
3 Evidence shows a variety of ways educators are thinking through their own and district literacy practices
and actions.
3 changes we would like to see from SIA investments in early literacy:
4 Following through, keeping promises, high engagement and communication around any limitations as it
relates to executing the literacy strategies being pursued.
5 Analyzing and using data and quality measures with an equity lens (i.e. disaggregating by race) on a
routine basis.
6 Changes are evident in curriculum, school culture, administrative and instructional practices, and policies
in support of early literacy targets, likely to be shown in alignment with optional local metrics.
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Timeline
Suggested Activity Dates
Submit complete application to ODE during application window March 2 - April 15,
(application must include DRAFT longitudinal growth targets). 2020
Grant Application Review Panel (will be facilitated on a rolling basis). April 2020 and
beyond
Applicant notified that plan meets or does not meet requirements April 2020 and
(consultation and support provided to ensure sufficiency in meeting beyond
requirements).
Collaborative process begins between the applicant and ODE to April - May 2020
negotiate and set longitudinal performance growth targets based on
targets included in the original application.
ODE develops a grant agreement to include agreed upon longitudinal May 2020
performance growth targets.
Applicant facilitates public review and board approval of grant May - June 2020
agreement and agreed upon longitudinal performance growth targets.
ODE Approval and Grant Agreement Established. June - July 2020
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Worksheet
Each applicant will submit DRAFT longitudinal performance growth targets with their SIA Application
during the submission window: March 2 – April 15, 2020. Additional guidance and training will be
available for applicants in January 2020. As a starting point, ODE is providing the worksheet below for
applicants to begin working through a process for growth target setting.
Five Year Targets
Four-Year Graduation
District-Wide
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Stretch
Target
Baseline
Target
Focal Student Groups
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Gap Closing
Five-Year Completion
District-Wide
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Stretch
Target
Baseline
Target
Focal Student Groups
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Gap Closing
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3rd Grade Reading (ELA)
District-Wide
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Stretch
Target
Baseline
Target
Focal Student Groups
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Gap Closing
9th Grade On-Track
District-Wide
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Stretch
Target
Baseline
Target
Focal Student Groups
Year 1 Year 2 Year 3 Year 4 Year 5
20-21 21-22 22-23 23-24 24-25
Gap Closing
Data Definitions
ODE will maintain data definitions for the common metrics.
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DECEMBER 2019
ACCOUNTING AND REPORTING
FINANCIAL
MANAGEMENT
OF SIA FUNDS
REQUIREMENTS FOR GRANT
RECIPIENTS AND
RESPONSIBILITIES OF ODE.
All grant recipients are responsible for the financial management and
accounting of SIA funds in partnership with the Oregon Department of
Education. This resource is intended for school leaders and business
managers.
Section Five: Financial Management of SIA Funds
Understanding the Funding Model
The SSA establishes a corporate activity tax to be collected and deposited in the Fund for Student
Success which is created as a part of the Oregon Department of Education. Section 13 in the bill
describes how the Student Investment Account grant budget will be allocated to sub-recipients based
on the extended Average Daily Membership weighted (extended ADMw) of the school district as
calculated by the State School Fund, with adjustments. Extended ADMw compares the current and
prior school year’s ADMw and uses whichever year is greater.
Establishing a Grant Agreement
Each grant recipient will enter into a grant agreement with ODE. The grant agreement will include the
SIA plan which will be inclusive of the longitudinal performance growth targets once finalized and any
agreements between a public charter school and the school district.
A grant agreement is valid after it is:
Made available at the main office of the grant recipient and on the grant recipient’s webpage;
Shared during an oral presentation by an administrator at an open meeting;
Made available for the public to comment at an open meeting;
Approved by the governing body of the grant recipient at an open meeting; and
Approved by the Oregon Department of Education.
Responsibility for Financial Management
All grant recipients are responsible for the financial management and accounting of SIA funds in
partnership with ODE. A total distribution of $471,873,500 is projected for the first year of this non-
competitive grant program, beginning July 1, 2020. Grant recipients must comply with application
requirements set forth in the law and have a plan approved by ODE to receive these grants.
Any allocated funds that are not used by a grant recipient by June 30, 2021 will be returned to the
Student Investment Account for distribution in the next biennium. Grant recipient may request an
extension to spend funds until September 30, 2021. A request must be made to ODE and the
department may approve the request if the spending aligns to the recipient’s grant agreement.
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Quarterly Payments and Reports
The SIA grant is unique relative to most ODE processes in that grant recipients will receive
disbursements of their total allocation on a quarterly basis ahead of expenditures. We anticipate first
payments will arrive between July 1 and August 15, 2020. Beginning in fall 2020 and continuing on a
quarterly basis, grant recipients will be expected to submit a quarterly report detailing their
expenditures. The quarterly report will be submitted to ODE ahead of the next quarterly
disbursement. Additional information on this process will be made available in the spring of 2020 to
school leaders and business managers.
Please note: In the case that an SIA applicant is engaged in processes to comply with application
requirements or setting longitudinal performance growth targets that delay the execution of a grant
agreement, their planned grant allocation amount will not be impacted (no proration) while they will
receive their first payment following grant execution. Next payments would put them back on a
standard quarterly schedule, if at all possible, tied to quarterly reporting.
Accounting Practices
SIA funds are required to be spent in any, all, or
some of the four categories of allowable use:
Increasing instructional time.
Addressing students’ health and safety
needs.
Evidence-based strategies for reducing
class size and caseloads.
Expanding availability of and student
participation in well-rounded learning
experiences.
While accounting for these funds will follow
standard protocols as described in the Program
Budget Accounting Manual (PBAM) it is
necessary and important to separately account
for the funds.
Recommended Guidelines
ODE recommends school districts review Appendix G of the PBAM and that grant recipients, at
minimum, create a new fund for SIA. For reporting to data collections for the 2020-21 Actuals
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Financials data collection, districts will need to crosswalk their data to a 251 fund, which is a sub-fund
of the 200 Special Revenues Fund. Districts only need to use a cross-walk if they are accounting for
the SIA revenue and expenditures in a different sub-fund.
Annual Financial Audits and Self Reporting System
Required for All Grant Recipients
Required under Section 15 of the Act, each year beginning July 2021, all grant recipients must:
Conduct a financial audit of the use of grant moneys in accordance with the Municipal Audit
Law; and
Review their own progress toward meeting the performance growth targets in the grant
agreement.
Results of the financial audit and progress review must be made available at the main office of the
grant recipient and on the grant recipient’s webpage and presented to the governing body of the
grant recipient at an open meeting with the opportunity for public comment on the results.
This annual review is then required to be forwarded to ODE.
ODE Responsibilities
Each year beginning July 2021, ODE will determine whether grant moneys received by a grant
recipient were used as described by the grant recipient in their grant agreement.
When a grant recipient does not use funds as described in the grant agreement:
ODE is required by law to:
Collaborate with the grant recipient to identify and implement specific interventions;
Provide technical assistance to the grant recipient; and
Deduct amounts from future grant distributions.
When a grant recipient fails to commit to spending all available grant moneys, ODE may deduct
amounts not committed from future grant distributions.
When a grant recipient does not meet performance growth targets identified in the grant
agreement and reviewed by ODE each biennium:
The grant recipient may submit an explanation for the reasons why the performance growth targets
were not met. ODE may:
Take into consideration the explanation submitted by the grant recipient;
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Require the grant recipient to enter into a coaching program; and/or
Direct the expenditure of grant moneys.
Indirect Costs
A grant recipient may use funds for indirect costs directly related to allowed expenditures as provided
in the grant agreement. Indirect costs are limited to 5 percent of the total expenditures or $500,000,
whichever is less. Any indirect costs incurred by a participating charter school must be accounted for
within the sponsoring school district’s overall limit of 5 percent or $500,000, whichever is less.
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DECEMBER 2019
REDEFINING OUR APPROACH TO IMPROVEMENT
RESPONSIVE
SUPPORTS FOR
SYSTEMS
IMPROVEMENT
LEARN ABOUT SIA
TECHNICAL ASSISTANCE
AND COACHING SUPPORTS.
All grant recipients have access to supports for implementation of SIA
funds. This resource offers an initial picture of the long- term vision for
technical assistance and coaching provided by ODE.
Section Six: Responsive Supports
Technical Assistance and Capacity-Building Available to All
Applicants
All eligible applicants have access to technical assistance (TA), which may be provided by ODE staff
through regional supports coordinated between Education Service Districts (ESDs) and ODE, or
through external contractors. The long-term vision for technical assistance provided by ODE will be
responsive to the needs of districts and designed and deployed to support systems improvement. For
example:
Identification of and support for best practices for meeting performance growth targets;
Identification of and support for implementing promising practices; and
Attention to cultivating a culture of internal accountability.11
Sections 17 and 18 of the Student Success Act established two distinct but related coaching programs
which are intended to provide capacity building, system improvement supports and accountability
structures to support SIA implementation.
Role of Education Service Districts
ESD Liaisons
Each Education Service District (ESD) has identified a staff member or contractor who is allocating at
least .25 FTE towards the role and function of being a liaison - the primary point of contact and
collaboration - between ODE’s Office of Education Innovation and Improvement, the ESD they
represent and the districts within the ESD’s service region.
ESD Liaisons are expected to consistently participate in planned ODE virtual and in-person meetings,
participate in equity trainings and communicate regularly via email and phone with the Office of
Education Innovation and Improvement and designated ODE staff.
The liaison function may be met differently by different ESDs but a common set of attributes have
been established to support consistency and quality of engagement. Liaison time is funded by
moneys to help school districts develop educational strategic plans aligned with the values and goals
11
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers
College Press.
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of the 2019-2021 Student Success Act. As each ESD has flexibility for how they meet the grant
agreement and roles outlined in Section 25 of HB 3427, here is a list of the kinds of roles liaisons or
their teams would likely fulfill:
Support districts with authentic community engagement. The SIA Engagement Toolkit is
available to support ESDs and school districts in these engagement processes.
Develop or support the use of surveys and other engagement tools, including communication
and translation supports as useful.
Support school districts with incorporating engagement feedback into the Needs Assessment
and planning processes, including developing connections between the engagement, needs
assessment, Continuous Improvement Plan (CIP) process and application for SSA Student
Investment Account funds.
Assist districts in their application development and documentation for a grant from the SSA
Student Investment Account.
In individual and/or group meetings, lead or assist the district in documenting their needs,
growth targets, attainable outcomes, investment strategies and accountability metrics as
outlined in the SSA.
Work closely with ODE to deliver this technical assistance to districts. This will require regular
meetings and phone consultation with ODE staff to obtain resource and promising practice
knowledge.
Support districts with the use of equity-based tools for decision making.
Intervention and Strengthening Program (Coaching Program)
Each biennium ODE is expected to monitor and determine if a grant recipient is meeting the
longitudinal performance growth targets identified in their grant agreement. If a grant recipient does
not meet the performance growth targets, the grant recipient may submit an explanation for the
reasons why the performance growth targets were not met.
Coaching Program
The Coaching Program, referred to as the Intervention and Strengthening
Program (ISP) is for SIA grant recipients who do not meet longitudinal
performance growth targets.
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After taking into consideration the explanation submitted by the grant recipient, ODE may require the
grant recipient to enter into the Intervention and Strengthening Program (ISP) - the coaching program
described in section 17 of the Act.
If required, participation in the coaching program must be for at least one year, unless ODE allows
for a shorter period of time.
Under the program, the department shall advise and counsel grant recipients on how to meet
performance growth targets and shall assist grant recipients with ongoing professional development
and peer collaboration. The SSA does provide ODE the ability to direct the expenditure of SIA funds as
the strongest form of intervention within this program. The principles, staffing and contracting
approach for this program is underway. The earliest ODE will contact grant recipients under this
program is in the summer and fall of 2021.
The ISP program is for districts and the charter schools they sponsor in the SIA application, and
charter schools that have applied and are receiving SIA funds independently.
Timeline
Participation in ISP program supports for required SIA recipients is anticipated for the fall of 2021.
Requirements for Participation
Participants in the ISP coaching program will:
Participate for at least one year, unless ODE allows for a shorter period of time;
Receive advice and council on how to meet performance growth targets; and
Receive professional development and peer collaboration.
Intensive Coaching Program
An Intensive Coaching Program (ICP) is established in Section 18 for school districts with the
highest need for coaching, support and intervention. This intensive program is by invitation
and only school districts are eligible. The ICP requires at least four years of participation. Districts that
agree to participate are eligible for additional funding from the Statewide Education Initiatives
Account.
ODE will initiate conversations with the first districts invited to participate in February 2020, with the
formal coaching program planned to begin in July 2020. The ICP will utilize Student Success Teams
(SST) as outlined in the Act. Each SST will be composed of at least one ODE point person, district
65
leader, educator, community member and an ESD liaison (additional expertise will be brought on for
participation on the SST or consultation to the SST by contract). SST’s provide advice and counsel on
how to improve performance outcomes and develop recommendations for meeting longitudinal
performance growth targets.
Timeline
ODE will initiate conversations and invite five districts to participate in February 2020. The four years
of formal coaching begin in July 2020.
Requirements for Participation
Participation in the ICP requires that districts:
Commit to regular student success plan meetings to monitor practices.
Use data to track student progress.
Ensure employees receive professional learning and training.
Create safe and inclusive learning environments.
Improve school and school district practices and structures to support teaching and learning.
Improve the skills of the members of the school board.
Accept all recommendations of the Student Success Teams related to the use of SIA grant
moneys and any additional funding received under this section.
Consider all recommendations of the Student Success Teams for any district operations.
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DECEMBER 2019
CHARTER SCHOOLS
DISTRICTS WITH
PARTICIPATING
CHARTER
SCHOOLS
A RESOURCE TO HELP DISTRICTS
AND PARTICIPATING CHARTER
SCHOOLS DEVELOP SIA
AGREEMENTS.
The purpose of this document is to provide additional information and
access to a draft template agreement for use by districts who have
charter schools participating alongside them in the SIA grant
application process.
Section Seven: Districts with Participating Charter
Schools
Public Charter Schools and SIA Funds
The purpose of this section is to provide information and resources for districts with participating
charter schools to organize and efficiently move through the process of applying for Student
Investment Account (SIA) funds in coordination with their eligible charter school(s).
When a charter school participates
in the district’s SIA application, the A Note on Eligibility
charter school and the district must Public charter schools are not required to
enter into an agreement for the participate in the SIA grant. However, non-virtual
distribution of funds, the provision public charter schools may apply directly to ODE if
of services and accountability
eligible or be invited to participate in their
measures required of the public
charter school by the school district. sponsoring district’s application. If a district invites
one charter school to participate, it must invite all
District and Charter School non-virtual charter schools sponsored by the
Agreement district to participate.
Each district and charter school
should negotiate agreements according to the relationship and specific needs, and take into account
each school’s unique charter contract. The district-charter school SIA agreements will be owned by
the two parties and will not be enforced by ODE. Districts will enter into a separate SIA grant
agreement with ODE for its SIA grant.
ODE has developed a draft SIA agreement template that districts and charter schools may use as a
starting point for negotiating these agreements. While use of this exact template is not required and
offered as a resource for districts and charters to adapt or use as helpful, it is expected that both
parties equally participate in developing their agreement. It may be appropriate for a district to
have different SIA agreements with different charter schools based on the relationship and current
performance of the charter school. You may also wish to consider this alternate SIA agreement
template.
Components of a District-Charter Agreement for SIA Funds
The following sections include suggested topics for district-charter school SIA agreements.
67
Charter School SIA Plan
Each charter school applying with a district’s SIA grant application should identify priorities for
support as required in the Act. The agreement should describe if the charter school’s plan is required
to be submitted to the district for approval or not. It should also describe the requirements for the
charter school’s SIA budget and longitudinal performance growth targets. Both parties might want to
include general timelines for these plans to be submitted, likely in advance of a district’s SIA grant
application review and approval. It may be helpful to include a description of the process a charter
school would go through to update or revise the plan.
The first SIA Plan should cover three years: 2020-21, 2021-22 and 2022-23.
Exchange of Services
Districts and charter schools may mutually agree to have the grant completely or partially
administered by the district. It will be important to clarify what services the district and the charter
school will be responsible for providing. If the district and charter school agree for the district to
retain any portion of the SIA funds generated by the ADMw attributed to the charter school, the
agreement should describe the level of service the charter school can expect, a description of how
those funds retained by the district will be used and how the charter school may benefit from or
participate in activities paid for with those funds.
In some cases, it might be mutually agreed that the charter school will provide services to the district.
A charter school may be well positioned to offer training or professional development to the district.
Consider including these services in your agreement as well.
Other services that might be worth including in the agreement are:
Fiscal oversight and management of the grant
Data collection and preparation
Procurement and contracting
Distribution of Funds
The agreement should clarify whether or not the charter school will receive SIA funds. If the charter
school will receive SIA funds, the agreement should specify how the amount will be calculated and
what percentage, if any, the district will withhold. ODE encourages school districts to pass
100 percent of the SIA funds generated by the ADMw attributed to the charter
school to the charter school.
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It will be helpful for agreements to include general timelines for the distribution of funds. This might
be similar to other timelines in the charter contract (e.g. within 10 days of when the district receives
the SIA funds from the department). This is also a good section to include requirements for the
charter school’s fiscal reporting. Will the charter school be responsible for reporting expenses to the
district? What will the charter school have to do if it is unable to expend all SIA funds?
Indirect Costs
A grant recipient may use funds for indirect costs directly related to allowed expenditures as provided
in the grant agreement. Indirect costs are limited to 5 percent of the total expenditures or $500,000,
whichever is less. Any indirect costs incurred by a participating charter school must be accounted for
within the sponsoring school district’s overall limit of 5 percent or $500,000, whichever is less.
Accountability
The district-charter SIA agreement should outline a clear understanding of how the charter school will
be held accountable to the requirements of the SIA funds and expected outcomes. Because all
eligible applicants are held to a high standard of community engagement with students, parents, staff
and community partners, it should be an expectation that the charter school has based its SIA plan on
the input from its community. Charter schools should either be included in the district’s community
engagement or complete their own community engagement that will inform how the charter school
plans to spend SIA funds.
Another major aspect of accountability the SIA includes is the Longitudinal Performance Growth
Targets. Charter schools may include their own Longitudinal Performance Growth Targets or plan to
use the district’s Longitudinal Performance Growth Targets. Districts will only be held accountable to
the district-level targets included in the district SIA grant agreement, not any individual charter school
targets included in district-charter SIA agreements. Alignment between district and charter school
targets is recommended since the charter school data will contribute toward the district’s overall
performance.
A district and charter school may agree to have the charter school adopt the same targets as the
district or different targets within the same categories.
In order to report progress, the charter school may agree to submit quarterly benchmark data, annual
data or other reports on its progress toward meeting these targets. There should be agreement on
how often these targets will be reported on and in what format.
The agreement may also include a description of what happens if a charter school fails to show
adequate improvement by the end of the reporting period. Will the district retain funds, require a
69
corrective action plan, or other form of accountability action? Will the agreement tie the charter
school’s performance on these longitudinal performance growth targets to their overall performance
for renewal and termination decisions?
Finally, the district and the charter school should also include clear expectations regarding how the
charter school will report expenditures of SIA funds. Will the charter school submit monthly or
quarterly reports? What level of detail is expected? What happens if the charter school fails to
expend funds according to the allowable uses? How is the charter school accounting for SIA funds
and are the funds easily audited?12
Charter schools are already required to report to their sponsor annually on the performance of the
school and its students.13 Districts and charter schools may agree to include any SIA accountability
reporting in the annual report to the sponsor.
Additional Components to Consider
1. Participation in application process: Is the charter school invited to fully participate in the
district’s community engagement work and application design process? Or, does the charter
school complete a complementary, but independent community engagement and SIA plan
development process?
2. Coaching and Intensive Program: An agreement might include a description of what happens
if the charter school’s data is the primary reason why a district did not meet its longitudinal
performance growth targets. An agreement might also include a section on how the charter
school is impacted if the district enters into the intensive program.
Questions and Support
Please contact Kate Pattison at kate.pattison@state.or.us or 503-580-5749 with questions or
requests for support.
12
ORS 338.095 requires public charter schools to have an annual municipal audit. All SIA funds received by the charter
school should be included in this audit and reported as a separate account.
13
ORS 338.095 requires the charter school to report annually to the sponsor and the department on the performance of
the school and its students. The format of these reports is typically agreed upon in the charter contract.
70
DECEMBER 2019
APPENDICES
FOR
REFERENCE
REVIEW THESE ESSENTIAL
RESOURCES FOR SIA
PLANNING.
All applicants are required to consider the recommendations under the
Quality Education Model (QEM). To support this work, ODE has
developed a summary, consolidating prior QEM reports. In addition,
applicants must apply and describe their use of an equity lens or tool.
Applicants may use the ODE provided equity lens.
Appendix A - Summary of Recommendations
from the Quality Education Commission
In August of each even-numbered year, the Quality Education Commission (QEC) presents the Oregon
Legislature with a report that outlines best educational practices, makes recommendations for
actions that the legislature and Oregon’s schools can take to improve student outcomes and
estimates the funding level needed to meet Oregon’s K-12 education goals.
In line with the Quality Education Commission’s recommendations in the August 2018 Quality
Education Model Final Report, the Student Investment Act application process requires districts to
build systems that cultivate continuous improvement and use a needs assessment for equity-based
decision making. The 2018 report stresses building system capacity and coherence and warns
against plans focused primarily on discrete programs, activities and interventions.
Summary of Guidance from the Commission
This document summarizes the Commission’s guidance for continuous improvement, a focus on
equity, a framework for building coherent education systems that use resources effectively and the
use of improvement science. These specific recommendations draw on the work done for the 2018
Quality Education Model (QEM) report as well as for prior reports dating back to the original report in
1999. More detail on the recommendations can be found in the individual QEM reports.
Elements of a coherent continuous school improvement model include:
A Shared Vision that promotes a positive school culture and environment that emphasizes academic
excellence, shared responsibility, collaboration and mutual trust and respect.
A Common Understanding of the Problems to be Solved through honest discussion with staff,
students and parents to identify which aspects of the existing system, practices and processes are at
the root of the problems so that those parts of the system can be improved.
Effective Teachers supported by high-quality induction, support and mentoring; context-specific
professional learning that builds capacity for small group facilitation, analysis of individual student
needs, strategic planning to address root causes of underachievement and partner networking; time
and support for data analysis and diagnosis of student needs and sharing of expertise in solving
teaching challenges; meaningful evaluations and feedback about standards aligned classroom
71
performance and professional collaboration; and including teacher leadership (trying, evaluating and
planning new practices) in the career path.
Strong and Stable School Leadership who foster a shared vision and culture of trust and support,
develop and empower effective teachers, coordinate support staff and external partners, and assure
the coherence of the processes and practices that ensure every student and teacher has and meets
high expectations.
Well-coordinated Support Staff who promote a culture of learning through support of both academic
and personal issues.
Community Partners who add value by working on the ground to directly assist families, students and
schools in solving challenges, providing wrap-around services and connecting schools to their
neighborhoods.
Engaged Parents who have the necessary information to help their students stay on track and to get
involved and connected to the larger school community.
The Commission recommends districts use the following framework to build coherence and
maximize resource deployment.
Provide strong supports (high quality pre-K, affordable healthcare, family wrap-around
supports) for children to arrive at school prepared, healthy and eager to learn.
Ensure that students with highest needs have access to the best teachers.
Develop highly coherent instructional systems of standards, curriculum frameworks,
assessments and course requirements.
Articulate clear pathways for students through the system, set to global standards, with no
dead ends. Set and clearly communicate high expectations for all students, including
descriptions of how this step in the path prepares them for future steps and provide supports
for those not yet meeting them.
Assure an abundant supply of highly qualified teachers through grow your own programs that
begin with high school students.
Professionalize teaching by providing supports and incentives for learning and continuous
improvement, increasing their role in decision-making through communities of practice, and
providing more non-classroom time to improve instruction.
Create an effective system of career and technical education and training that requires high-
level academic performance from all students.
72
Recruit and invest in the leadership development of teachers and staff so they can lead and
develop strong systems of instruction.
Institute a coherent governance system coordinated across the school, district, and state
levels, with well-articulated priorities at each level. Provide school supports in the form of
expert assistance in diagnosing problems, devising local solutions and assisting with
implementation.
While the above elements and framework are a necessary component for long-term and sustainable
improvement in student outcomes in Oregon, they are not sufficient. Also critical are effective
educational practices and investments that are well implemented. Because needs can vary
tremendously among districts and schools, each district should evaluate the investments that will
have the greatest impact in each of their schools, as identified in their needs assessments. Many of
these practices and investments have been discussed in the QEM reports over the years and are
summarized here. The summaries are followed by a list of further sources of information that may be
of interest to districts and schools.
QEM 1999 Report
This is the original QEM report which describes the key elements and components of a quality
education as reflected in the Quality Education Model. Its key recommendations are:
Targeted reductions in class sizes, particularly in the early grades;
Provide more professional development for teachers and principals;
Provide more instruction time, particularly for struggling students;
Do more community outreach to promote more parent and community involvement; and
Provide more instructional support so the benefits of good instruction are maximized.
QEM 2000 Report
This report builds on the 1999 report and recommends the following:
Focus resources on the early grades to build a solid foundation for later learning;
Tailor professional development to the particular needs of students in each school; and
Focus on the social-emotional needs of students that research shows have long-term positive
impacts on student outcomes.
QEM 2002 Report
The 2002 report focuses on indicators of quality and improving the equity of student outcomes. Its
key recommendations are:
Create a personalized education plan for each student and base instruction on individual
student needs;
73
Use data to inform their decisions about individual student needs;
Have a comprehensive induction plan for new staff;
Provide and encourage student connections with significant adults;
Develop career-related learning opportunities with community-based and worksite learning
options;
Offer college course-taking and dual credit opportunities; and
Provide wraparound services at school sites.
QEM 2004 Report
The 2004 report focuses on staff development, curriculum alignment and resources for students with
disabilities.
Target staff development so teachers can more effectively help students meet state
standards;
Improve the alignment between the K-12 curriculum and Oregon’s post-secondary and
employment needs;
Look for efficiencies in providing services to high-cost special education students; and
Encourage the state to provide more funding for those students.
QEM 2006 Report
The 2006 report focuses on allocating resources to the uses that have the most impact on student
learning.
Provide more funding to early childhood development, Pre-K programs and early reading
efforts; and
Continue high school restructuring efforts, including individual education plans, small learning
communities, work-site based learning and extra-curricular programs that promote student
engagement.
QEM 2008 Report
The 2008 report focuses on adequate instruction time for students, adequate collaboration time for
teachers and expanded use of formative assessments.
Add more instruction time and double-dosing in core classes for struggling students;
Add teacher FTE in math/reading/science to allow smaller classes and more individual
attention;
Provide staff time for study, collaboration and data review aimed at better serving specific
students;
Fund more school-level leadership development; and
74
Provide more resources to develop formative assessments and early indicators of students at
risk of not succeeding.
QEM 2010 Report
The 2010 report focuses on math instruction, course-taking, and content articulation. The key
recommendations are:
Start offering Algebra for high school credit in the 7th or 8th grade. Analysis on Oregon course-
taking data show that students who struggle with Algebra in the 9 th grade are at risk of not
completing their math requirements in time to graduate;
Provide for smaller class sizes in math classes;
Seek out teachers who have advanced endorsements in math; and
Develop frameworks for the articulation of math courses from 4th grade through high school,
and build a solid foundation in the early grades.
QEM 2012 Report
The 2012 report focuses on teacher collaboration and formative assessments.
Enhance the collection and use of data from formative assessments;
Spend at least 60 minutes per week analyzing assessment data with colleagues;
Give feedback to students and parents frequently;
Promote teacher collaboration and devote enough time and resources so it is implemented
well; and
Teacher collaboration should include setting specific goals for improving student
achievement, including for individual students.
QEM 2014 Report
The 2014 report focuses on resource allocation.
Resources must be allocated to the uses where they have the most positive impact on student
learning;
More resources should be allocated to the early grades and to schools that have more
students with higher needs, including students from low-income families, English learners and
students with disabilities; and
Districts and schools should work to reduce the rate of chronic absenteeism, with attention
paid to creating a school environment and culture that is more engaging for students and
promoting closer connections between students and staff.
75
QEM 2016 Report
The 2016 report focuses on preparing students for post-secondary success.
Schools should promote a culture of college-going, particularly among students that don’t
have a history of college-going in their families;
This requires a collaborative effort among administrators, teachers, staff, students, families
and the community; and
Schools need to design structures that help staff get to know students well.
QEM 2018 Report
The 2018 report focuses on the structures and systems required for a sustainable school
improvement model. The key elements of such a model were described at the beginning of this
document, but more specific recommendations include the following:
Districts and schools need to develop “network improvement communities” that provide a
framework for creating coherent systems and processes for long-term improvement. ODE
should assist districts and schools in doing this work; and
All levels of the education enterprise should pay more attention to equity. The state must pay
attention to the equitable distribution of funding to school districts, and districts must pay
attention to the equitable distribution of resources to individual schools. Schools, for their
part, must assure that the high-needs students in their care get an education that is tailored
to their specific needs.
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Appendix B – Oregon’s Education Equity Lens
Purpose of Oregon’s Education Equity Lens
The purpose of this equity lens14 is to clearly articulate the shared goals we have for our state and the
intentional investments we will make to reach our goal of an equitable educational system.
This equity lens helps educators and decision-makers recognize institutional and systemic barriers
and discriminatory practices that have limited student success in the Oregon education system. The
equity lens emphasizes underserved students, such as out of school youth, English Language
Learners, and students of color with a particular focus on racial equity.
The focus of this equity lens is on race and ethnicity. This is based on an understanding that when we
focus on racial disparities as a lens to consider investments for each and every student and
community, we can and will generate opportunity and improvement in every area of educational
practice and performance. Centering racial equity is rooted in the historical context of Oregon and is
the path through which we can heal while targeting areas of action, intervention and investment.
The questions offered below can and should be adapted to ask questions regarding each of the focal
groups named in the Student Success Act as being farthest away from opportunity and deserving our
collective attention.
The passage of the Student Success Act directly calls upon educators and leaders across the state to
act together, with a shared sense of purpose and possibility.
14
This equity lens was first generated by the Oregon Education Investment Board in 2011 and then was adopted by the
Oregon Department of Education and the State Board of Education. It is lightly adapted here to provide an equity lens
that SIA applicants can apply in their planning and decision-making processes. SIA applicants can utilize a different equity
lens which they are asked to provide and describe how they’ve utilized it within the SIA application.
77
Questions to Support Ongoing Equity Work
The following questions should be used to examine investments and priorities:
1. Who are the racial/ethnic and underserved groups affected? What is the potential impact of
the resource allocation and strategic investment to these groups?
2. Does the decision being made ignore or worsen existing disparities or produce other
unintended consequences? What is the impact on eliminating the opportunity gap?
3. How does the investment or resource allocation advance student mental or behavioral health
and well-being and/or increase academic achievement and address gaps in opportunity?
4. What are the barriers to more equitable outcomes? (e.g. mandated, political, emotional,
financial, programmatic or managerial)
5. How have you intentionally involved stakeholders who are also members of the communities
affected by the strategic investment or resource allocation? How do you validate your
assessment in (1), (2) and (3)?
6. How will you modify or enhance your strategies to ensure each learner and communities’
individual and cultural needs are met?
7. How are you collecting data on race, ethnicity and native language?
8. What is your commitment to professional learning for equity? What resources are you
allocating for training in culturally responsive and sustaining instruction?
78
Beliefs
We believe that everyone has the ability to learn and that we have an ethical and moral responsibility
to ensure an education system providing optimal learning environments that lead students to be
prepared for their individual futures.
We believe that speaking a language other than English is an asset and that our education system
must celebrate and enhance this ability alongside appropriate and culturally responsive support for
English as a second language.
We believe students receiving special education services are an integral part of our educational
responsibility and we must welcome the opportunity to be inclusive, make appropriate
accommodations and celebrate their assets. We must directly address the over-representation of
children of color in special education and the under-representation in “talented and gifted.”
We believe that the students who have previously been described as “at risk,” “underperforming,”
“under-represented” or minority actually represent Oregon’s best opportunity to improve overall
educational outcomes. We have many counties in rural and urban communities that already have
populations of color that make up the majority. Our ability to meet the needs of this increasingly
diverse population is a critical strategy for us to successfully reach our collective goals.
We believe that intentional and proven practices must be implemented to return out of school youth
to the appropriate educational setting. We recognize that this will require us to challenge and change
our current educational setting to be more culturally responsive, safe and attending to the significant
number of elementary, middle and high school students who are currently out of school. We must
make our schools places where every learner feels welcomed and a sense of belonging.
We believe that ending disparities and gaps in achievement begin in the delivery of quality early
learning programs and through family and community engagement and support. This is not simply an
expansion of services -- it is a recognition that we need to provide services in a way that best meets
the needs of our most diverse segment of the population, 0-5 year olds and their families.
We believe that resource allocation demonstrates our priorities and values and that we demonstrate
our commitment to rural communities, communities of color, English language learners and out of
school youth in the ways we allocate resources and make educational investments.
We believe that communities, families, teachers and community-based organizations have unique
and important solutions to improving outcomes for our students and educational systems. Our work
79
will only be successful if we are able to truly partner with the community, engage with respect,
authentically listen -- and have the courage to share decision making, control and resources.
We believe every learner should have access to information about a broad array of career/job
opportunities and apprenticeships that will show them multiple paths to employment yielding family-
wage incomes, without diminishing the responsibility to ensure that each learner is prepared with the
requisite skills to make choices for their future.
We believe that our community colleges and university systems have a critical role in serving our
diverse populations, rural communities, English language learners and students with disabilities. Our
institutions of higher education, and the P-20 system, will truly offer the best educational experience
when their campus faculty, staff and students reflect this state, its growing diversity and the ability
for all of these populations to be educationally successful and ultimately employed.
We believe the rich history and culture of learners is a source of pride and an asset to embrace and
celebrate.
And, we believe in the importance of supporting great teaching. Research is clear that “teachers are
among the most powerful influences in (student) learning.”15 An equitable education system requires
providing teachers with the tools and support to meet the needs of each student.
15
Hattie, J. (2009), Visible learning: A synthesis of over 800 meta-analyses relating to student achievement. P. 238.
80
Oregon Department of Education
Collections Catalog Download
Download Date: 6/2/2021
https://www.ode.state.or.us/apps/CollectionCatalog
Search Criteria:
Ongoing Collections
Download Date: 6/2/2021
Collection: (SECC) December Special Education Child Count/June Special Education Exit
Annual Collection, 2006-07 to present (ongoing)
ODE Application
Collection Description: December Special Education Child Count is a report of special education students
as of December 1 per Individuals with Disabilities Education Act (IDEA). It is collected annually in December.
June Special Education Exit is a report of students who have exited special education or successfully
transitioned from Early Intervention (EI) to Early Childhood Special Education (ECSE) on their 3rd birthday
from July 1 to June 30. It is collected annually in May/June.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Primary Disability and Federal Placement
• Special Services
Collection Purpose: December Special Education Child Count is used for federal reporting, fiscal, statistical
and improvement planning purposes. (34 CFR §§ 300.601 - 300.602, IDEA 2004). June Special Education
Exit provides data for how students left special education or if students transitioned from EI to ECSE; it is
used for federal reporting and for the Special Education Post School Outcomes collection.
• Allocation of State School Funding • Other Required Reports
• Allocation of Federal Funding • Monitoring and Oversight
• Grant Management/Allocation • Services to Schools and Districts
• Required Federal Reporting/Accountability • Improvement Planning, SPP/APR and SPR&I
Collection Publications:
IDEA Federal Reports, Statewide Report Card, Special Education Report Card, SPP/APR for Special
Education, Special Education Media Files
Collection Audience: Types of institutions included in this data collection
Public School Districts, EI/ECSE Programs, State Program Contractors (LTCT, JDEP, YCEP, ACEP,
Hospital)
• ACEP • JDEP
• County Correctional Facility • LTCT
• Data Center • Pediatric Nursing Facility
• EI/ECSE • REGIONAL
• EI/ECSE Service Center • School
• ESD • School District
• Hospital • State Operated
• Implicitly Administered • YCEP
Page #1 of 89
Download Date: 6/2/2021
Collection: 21 APR (Annual Performance Report)
Collection Timeline: Three times per year (Fall, Spring, Summer), 2014-15 to present (ongoing)
Other Data Collection Application
Collection Description: 21 APR is the US Department of Education's data collection system for all 21st
Century Community Learning Centers (21st CCLC). This system collects descriptive information on program
characteristics and services as well as performance data across a range of outcomes.
Collection Data Type: Student/Child; Course or Classroom; Staff Member; Facility/Building/School/Program;
School District or ESD; Grantee Type, Partners, Volunteers, Feeder Schools
Collection Elements:
• Demographics • Staff Qualifications
• Special Services • Staff Employment or Compensation
• School/Program Enrollment • Program/Instructional Model Characteristics
• Attendance • Institution Types and Characteristics
• Performance or Achievement • Buildings or Facilities
• Courses or Classes • Financial and Budget
Collection Purpose: The core purpose of 21 APR is to collect information on the Government Performance
and Results Act (GPRA) performance indicators associated with the 21st CCLC program. This report aids
Congress in continuing and determining funding for this Title IV-B program.
• Allocation of Federal Funding • Monitoring and Oversight
• Grant Management/Allocation • Services to Schools and Districts
• Required Federal Reporting/Accountability
Collection Publications:
Government Performance and Results Act (GPRA)
Collection Audience: Types of institutions included in this data collection
Out-of-School Time Programs, State and Federal Government
Page #2 of 89
Download Date: 6/2/2021
Collection: Actual Expenditures
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: School district and education service district annual expenditures.
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: Required by ORS 327.137.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding • Monitoring and Oversight
Collection Publications:
DBI Reporting
Collection Audience: Types of institutions included in this data collection
• Data Center • School District
• ESD
Page #3 of 89
Download Date: 6/2/2021
Collection: Actual Revenues
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: School district and education service district annual revenue.
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: Required by ORS 327.137.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding • Monitoring and Oversight
Collection Publications:
DBI Reporting
Collection Audience: Types of institutions included in this data collection
• Data Center • School District
• ESD
Page #4 of 89
Download Date: 6/2/2021
Collection: Alternative Education Programs
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: This collection gathers institution level data for registered alternative education
programs including student enrollment, grades served, and the different program types of alternative
education.
Collection Data Type: Facility/Building/School/Program; School District or ESD
Collection Elements:
• School/Program Enrollment • Institution Types and Characteristics
Collection Purpose: This collection is used for the Statewide Report Card to gather information on the
different alternative education programs and student participation.
• Required State Reporting/Accountability • Monitoring and Oversight
Collection Publications:
Statewide Report Card
Collection Audience: Types of institutions included in this data collection
District and Alternative Education programs
• Community College • Program
• ESD • School
• Implicitly Administered • School District
Page #5 of 89
Download Date: 6/2/2021
Collection: Annual Transportation Reports
Annual Collection, 2018-19 to present (ongoing)
Other Data Collection Application
Collection Description: This report gathers data that supports payments to school districts
Collection Data Type: Facility/Building/School/Program; School District or ESD
Collection Elements:
• Buildings or Facilities • Vehicle/Transportation Information
• Financial and Budget
Collection Purpose: Required reporting that supports the State School Transportation Grant and payments
from that fund to School Districts.
• Allocation of State School Funding • Other Funding
Collection Publications:
Annual Transportation Information Report, Annual Bus and Garage Depreciation Report, Annual Vehicle
Certification Report, Annual Drug and Alcohol Compliance Report.
Collection Audience: Types of institutions included in this data collection
All transportation Entities
Page #6 of 89
Download Date: 6/2/2021
Collection: Annual Vehicle Certification
Annual Collection, 2007-08 to present (ongoing)
Paper/Secure File Transfer
Collection Description: Documentation that inspections have been completed and vehicles continue to meet
ORS 820.100 requirements.
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Vehicle/Transportation Information
Collection Purpose: Certification that each vehicle on the list has received its inspection within the last year,
and will be used to transport students. Report removes vehicles from service.
• Allocation of State School Funding • Student Health and Safety
• Monitoring and Oversight
Collection Audience: Types of institutions included in this data collection
Pupil Transportation, School Districts, Contractors
Page #7 of 89
Download Date: 6/2/2021
Collection: At-A-Glance Narrative Collection
Annual Collection, 2017-18 to present (ongoing)
ODE Application
Collection Description: This collection gathers narrative information from schools and districts for the At-A-
Glance report. Including information about school and district goals, school environment, and opportunities for
student and parent engagement.
Collection Data Type: Facility/Building/School/Program; School District or ESD
Collection Elements:
• Narrative Descriptions
Collection Purpose: To allow districts and schools the opportunity to include narrative data to provide
context and a more holistic view of their institutions for the school and district At-A-Glance reports.
• Optional information for the school and district At-A-Glance reports
Collection Publications:
School and district At-A-Glance reports
Collection Audience: Types of institutions included in this data collection
• ESD • School District
• School • State Operated
Page #8 of 89
Download Date: 6/2/2021
Collection: Audit Documents
Annual Collection, 2004-05 to present (ongoing)
Paper/Secure File Transfer
Collection Description: This collection is a reminder for school districts to submit a hard copy of their
complete audit document to ODE.
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: Audit Documents (paper) is included in the Schedule of Due Dates as a reminder to
school districts and education service districts that a hardcopy of their audit must be submitted to ODE by
year end. By law if the paper audit is not at ODE by the stated submission date, the January 15 State School
fund payment is NOT made until the next regular payment following the cut off date the audit is received.
Required under ORS 327.137.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding • Monitoring and Oversight
Collection Publications:
This is a paper collection.
Collection Audience: Types of institutions included in this data collection
K-12 Public Schools and ESDs
• ESD • School District
Page #9 of 89
Download Date: 6/2/2021
Collection: Biliteracy Seal
Biannual Collection, 2018-19 to present (ongoing)
ODE Application
Collection Description: This collection gathers records from districts for student candidates for the Oregon
State Seal of Biliteracy, including information about their demographics, English Learner status, primary
language spoken, graduation year, name of assessment and language assessment scores.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Performance or Achievement
• Special Services • Outcomes or Credentials
• School/Program Enrollment
Collection Purpose: Collect data needed to provide biliteracy seals and certificates to qualifying students
with improved security under OAR 581-021-0582.
• Services to Schools and Districts • Meeting criteria to earn the Biliteracy Seal
Collection Publications:
SB 1564 State EL Report
Collection Audience: Types of institutions included in this data collection
• School • School District
Page #10 of 89
Download Date: 6/2/2021
Collection: Budget Documents
Annual Collection, 2004-05 to present (ongoing)
Paper/Secure File Transfer
Collection Description: This collection is a reminder for school districts to submit a hard copy of their
complete adopted budget document to ODE.
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: This is not an actual collection, but more a reminder that districts are required to submit
a paper copy of their annual budget to ODE prior to the submission of their electronic data. The hardcopy data
is then reconciled with the electronic data to ensure data integrity.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding • Monitoring and Oversight
Collection Publications:
This is a paper collection.
Collection Audience: Types of institutions included in this data collection
K-12 Public Schools and ESDs
• ESD • School District
Page #11 of 89
Download Date: 6/2/2021
Collection: Budget Expenditures
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: The collection gathers adopted budget financial data
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: School district and education service district annual budget expenditures are reconciled
between their hardcopy and electronic submissions and the data is published on ODE's website. Required
under ORS 294.305 to 294.565.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding • Monitoring and Oversight
Collection Publications:
Centralized Online Reports
Collection Audience: Types of institutions included in this data collection
• Data Center • School District
• ESD
Page #12 of 89
Download Date: 6/2/2021
Collection: Budget Revenues
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: This collection gathers adopted budget financial data
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: School district and education service district annual budget revenues are reconciled
between their hardcopy and electronic submissions and the data is published on ODE's website. Required
under ORS 294.305 to 294.565.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding • Monitoring and Oversight
Collection Publications:
Centralized Online Reports
Collection Audience: Types of institutions included in this data collection
• Data Center • School District
• ESD
Page #13 of 89
Download Date: 6/2/2021
Collection: Building Collection
Annual Collection, 2015-16 to present (ongoing)
ODE Application
Collection Description: The ODE Building Collection is a public resource detailing the current
condition/status of each of the state's Pre-K -12 public school buildings as required by SB540.
Collection Data Type: Facility/Building/School/Program; School District or ESD
Collection Elements:
• Institution Types and Characteristics • Financial and Budget
• Buildings or Facilities
Collection Purpose: The purpose of the ODE Building Collection is to detail the current condition/status of
each of the state's Pre-K -12 public school buildings as required by SB540 and ORS 326.125. The contents of
the ODE Building Collection are open to the public.
• Required State Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
• Charter School • School District
• ESD • State Operated
• School
Page #14 of 89
Download Date: 6/2/2021
Collection: Bus and Garage Depreciation Schedule
Annual Collection, 2004-05 to present (ongoing)
Paper/Secure File Transfer
Collection Description: The Annual Bus and Garage Depreciation report is used in establishing payments to
school districts and eligible EDS' for reimbursable assets.
Collection Data Type: Facility/Building/School/Program; School District or ESD
Collection Elements:
• Buildings or Facilities • Vehicle/Transportation Information
• Financial and Budget
Collection Purpose: This is collected per statute (ORS 327.033) for the calculation of the Transportation
Grant in the State School Fund
• Allocation of State School Funding • Required State Reporting/Accountability
Collection Publications:
Data is entered on to a web form and used by OFA
Collection Audience: Types of institutions included in this data collection
Bus and Garage should only be School Districts and Eligible ESD programs
• ESD • School District
Page #15 of 89
Download Date: 6/2/2021
Collection: Certification of Drug and Alcohol Testing Compliance
Annual Collection, 2017-18 to present (ongoing)
Paper/Secure File Transfer
Collection Description: Schools who provide transportation services must certify to the department drug and
alcohol testing compliance as stated in 49 CFR part 382 or 382.107 including any positive tests that may
occur during the year.
Collection Data Type: Staff Member; Facility/Building/School/Program
Collection Elements:
• Health, Safety, Security • Vehicle/Transportation Information
Collection Purpose: School Bus drivers hold a commercial driver license, so by Federal rule they must be in
compliance with federal drug and alcohol testing programs to operate those vehicles.
• Monitoring and Oversight • Student Health and Safety
Collection Audience: Types of institutions included in this data collection
Entities who operate school buses, ODE
Page #16 of 89
Download Date: 6/2/2021
Collection: Child Development Specialist (CDS) Program Plan/Approval
Continuous Collection, 2000-01 to present (ongoing)
Paper/Secure File Transfer
Collection Description: This collection gathers information from districts wishing to employ a specific person
(one or more) as a Child Development Specialist (CDS). The information collected includes Request for
Authorization form (CDS names, schools, date that program plan was last updated, link/hard copy to program
plan, district name, phone number, address, superintendent's signature, CDS program director's name and
email) and Initial Application Checklist (CDS Program Plan, Authorization/Re-authorization Form, Candidate
resume, transcripts, copy of fingerprint/Criminal History Versification Form or license requiring it, 3
Competency Evaluation Forms completed).
Collection Data Type: Staff Member; Facility/Building/School/Program; School District or ESD
Collection Elements:
• Staff Qualifications • Staff Employment or Compensation
Collection Purpose: (ORS 329.255) School districts are required to submit a written plan to be approved by
ODE. The CDS applicants need to be approved by ODE. District are required to review their plan annually
and submit updates. CDS personnel are required to submit an annual evaluation to ODE.
• Required State Reporting/Accountability • Services to Schools and Districts
• Monitoring and Oversight
Collection Publications:
Spreadsheet
Collection Audience: Types of institutions included in this data collection
District superintendents, district CDS Program Directors, School Principals and CDS personnel.
Page #17 of 89
Download Date: 6/2/2021
Collection: Child Development Specialist (CDS) Summary of School Year Activities
Annual Collection, 2007-08 to present (ongoing)
Paper/Secure File Transfer
Collection Description: This collection gathers yearly information from employees of schools in the role of
Child Development Specialist (CDS). The information gathered is name of CDS, district, school, phone
number, principal's name, principal's number, grades served, percentage of time supporting students in the
four developmental domains, activities performed as related to program content areas of school counseling.
Collection Data Type: Staff Member; Facility/Building/School/Program; School District or ESD
Collection Elements:
• Staff Employment or Compensation • percentage of time supporting students in the
• Institution Types and Characteristics four developmental domains, activities
performed as related to program content areas
of school counseling
Collection Purpose: School districts wishing to employ a specific person (one or more) as a Child
Development Specialist (CDS) must first have a Child Development Specialist Program Plan approved by the
Oregon Department of Education. This plan should be aligned to or part of the District’s Comprehensive
Guidance and Counseling Program Plan. The approved CDS Program Plan must be on file with ODE and
should be available to CDS and their supervisors. Annual plan updates are a prerequisite for Child
Development Specialist Authorizations (as outlined in section 581-022-1512 of Division 22 requirements).
The annual plan update needs to be submitted as part of the request for CDS authorization or reauthorization.
The Summary of School year Activities is required by each CDS at the end of each school year in order to
maintain authorization.
• Required State Reporting/Accountability • Services to Schools and Districts
• Monitoring and Oversight
Collection Publications:
Spreadsheet of information gathered.
Collection Audience: Types of institutions included in this data collection
Those in CDS roles.
Page #18 of 89
Download Date: 6/2/2021
Collection: Child Find
Annual Collection, 2007-08 to present (ongoing)
ODE Application
Collection Description: Report of initial evaluations for special education for which consent is provided and
eligibility is determined in a timely manner.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • School/Program Enrollment
• Special Services
Collection Purpose: In a timely manner, school districts must identify, locate and evaluate all children with
disabilities for whom they are responsible, regardless of the severity of the disability, who are in need of early
intervention, early childhood special education, or special education services.
• Required State Reporting/Accountability • Required Federal Reporting/Accountability
Collection Publications:
Special Education Performance and Improvement: Child Find B11, Special Education Report Card, IDEA
Federal Reports, SPP/APR
Collection Audience: Types of institutions included in this data collection
school districts, LTCT, JDEP
• County Correctional Facility • JDEP
• Data Center • LTCT
• EI/ECSE • School
• EI/ECSE Service Center • School District
• ESD • State Operated
• Hospital • YCEP
• Implicitly Administered
Page #19 of 89
Download Date: 6/2/2021
Collection: Child Nutrition Direct Certification Match (NSLP)
Continuous Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: Child Nutrition Programs gather three data sets from DHS/OHA and one from ODE:
SNAP (Supplemental Nutrition Assistance Program) participants, students in the Foster system, Medicaid
recipients, and SSID (Statewide Student Identifier), respectively. The SNAP/Foster and ODE data sets are
matched weekly to certify students who are eligible to receive free meals, that information is then passed onto
districts. Medicaid data is matched in the same way, but just once a year to verify household income of
students who have been certified through income applications.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • eligibility
Collection Purpose: To certify students who are eligible to receive free meals (weekly) and to verify
household income (annually)
• Required Federal Reporting/Accountability • Services to Schools and Districts
Collection Audience: Types of institutions included in this data collection
School districts, charter schools, private schools
• RCCI • School District
• School
Page #20 of 89
Download Date: 6/2/2021
Collection: CIP Budget Narrative
Continuous Collection, 2006-07 to present (ongoing)
ODE Application
Collection Description: Describes how Federal funds will supplement District funds and programs and
captures how ESEA and Perkins funds will be spent to support the attainment of the Districts' improvement
goals.
Collection Data Type: Student/Child; Staff Member; Facility/Building/School/Program; School District or
ESD
Collection Elements:
• Special Services • Institution Types and Characteristics
• School/Program Enrollment • Financial and Budget
• Staff Qualifications • Narrative Descriptions
Collection Purpose: The CIP Budget Narrative/Spending Workbook meets some of the requirements for the
release of Federal funds.
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Monitoring and Oversight
Collection Publications:
federal allocation spreadsheets
Collection Audience: Types of institutions included in this data collection
All districts that receive federal funding in Title IA, IC, ID, IIA, III, IVA, & REAP/RLIS
Page #21 of 89
Download Date: 6/2/2021
Collection: Civil Rights Data Collection (CRDC) for JDEP/YCEP
Collection Timeline: Biennially (once every two years), 2008-09 to present (ongoing)
Other Data Collection Application
Collection Description: Federal Collection that happens biennially that ODE submits for JDEP and YCEP
Collection Data Type: Student/Child; Course or Classroom; Facility/Building/School/Program
Collection Elements:
• Demographics • Courses or Classes
• Special Services • Staff Qualifications
• School/Program Enrollment • Staff Employment or Compensation
• Attendance • Program/Instructional Model Characteristics
• Performance or Achievement • Institution Types and Characteristics
• Outcomes or Credentials • Buildings or Facilities
• Health, Safety, Security • Financial and Budget
• Disciplinary Actions
Collection Purpose: To comply with the Federal USDOE requirement of the data submission of the Civil
Rights Data Collection.
• Required Federal Reporting/Accountability • Student Health and Safety
• Monitoring and Oversight
Collection Publications:
Spreadsheet or flat file submission and USDOE Civil Rights Data Collection results
Collection Audience: Types of institutions included in this data collection
Juvenile Detention Education Program (JDEP) and Youth Corrections Education Program (YCEP)
Page #22 of 89
Download Date: 6/2/2021
Collection: Class Roster
Annual Collection, 2011-12 to present (ongoing)
ODE Application
Collection Description: The purpose of the Class Roster Collection is to link teachers and students with
instructional courses. Collecting these data makes it possible to identify which students and courses are being
taught by each teacher. The Class Roster Collection uses information from the Instructional Unit Identifier
(IUID), Unique Staff Identifier (USID) and the Secure Student Identifier (SSID) Collections.
Collection Data Type: Student/Child; Course or Classroom; Staff Member
Collection Elements:
• Demographics • Courses or Classes
• School/Program Enrollment
Collection Purpose: To collect course-taking data at the student level in order to meet the class size
reporting requirements of HB 2644 and ORS 329.901. The purpose is to link teachers and students with
instructional courses so that it is possible to identify which students and courses are being taught by each
teacher. Data are reported on the School and District At-a-Glance Profiles, in a stand-alone report presented
to the Legislature the following February, and for media/other public records requests.
• Required State Reporting/Accountability
Collection Publications:
School and District At-a-Glance Profiles, Statewide Report Card, Class Size Report
Collection Audience: Types of institutions included in this data collection
• Data Center • School District
• ESD • Skill Center
• JDEP • State Operated
• LTCT • YCEP
• School
Page #23 of 89
Download Date: 6/2/2021
Collection: CNPweb
Other Data Collection Application
Collection Description: data collected to apply for programs, ensure compliance, issue funds
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• School/Program Enrollment • Institution Types and Characteristics
• Attendance • Buildings or Facilities
• Performance or Achievement • Financial and Budget
• Health, Safety, Security • Narrative Descriptions
• Program/Instructional Model Characteristics
Collection Purpose: to ensure compliance with federal and state regulations and to disperse
reimbursements for program participation
• Allocation of Federal Funding • Required State Reporting/Accountability
• Grant Management/Allocation • Required Federal Reporting/Accountability
• Other Funding • Monitoring and Oversight
Collection Publications:
Free and Reduced Price Lunch (DBI 0061); Free and Reduced Price Lunch for CACFP and SFSP,
participation reports, CEP eligibility and approved notification reports, administrative review results, etc.
Collection Audience: Types of institutions included in this data collection
schools (private and public), residential and nonresidential child care institutions, child care centers (for-profit
and non-profit), head start programs, in-home day cares, additional public and non-profit organizations,
depending on program and collection
Page #24 of 89
Download Date: 6/2/2021
Collection: Coordinated Early Intervening Services Collection
Annual Collection, 2019-20 to present (ongoing)
ODE Application
Collection Description: Public school districts (LEAs) report of use of IDEA funds for Coordinated Early
Intervening Services including the number of students who received CEIS or CCEIS and total number who
subsequently received special education and related services under IDEA the preceding 2-year period.
Collection Data Type: School District or ESD
Collection Elements:
• Special Services • Financial and Budget
• School/Program Enrollment • Optional use of IDEA Funds
Collection Purpose: Public school district (LEA) report of use of IDEA funds for Coordinated Early
Intervening Services including the number of students who received CEIS or CCEIS and total number who
subsequently received special education and related services under IDEA the preceding 2-year period. (34
CFR §§ 300.226, 34 CFR §§ 300.646)
• Required Federal Reporting/Accountability • Optional use of IDEA funds
• Monitoring and Oversight
Collection Publications:
IDEA Federal Reports
Collection Audience: Types of institutions included in this data collection
Public School Districts (LEAs)
Page #25 of 89
Download Date: 6/2/2021
Collection: CTE Course
Annual Collection, 2004-05 to present (ongoing)
ODE Application
Collection Description: This collection gathers information about students who took CTE courses during the
current school year. Information like course numbers, credits earned and grades are captured in the
collection.
Collection Data Type: Course or Classroom
Collection Elements:
• Demographics • Performance or Achievement
• Special Services • Courses or Classes
• School/Program Enrollment
Collection Purpose: This collection is an accountability requirement for the Carl D. Perkins act.
• Required Federal Reporting/Accountability
Collection Publications:
90% Reports/Stoplight Report
Collection Audience: Types of institutions included in this data collection
Institutions with an approved CTE Program of Study that is accepting Perkins funds.
• ESD • Skill Center
• School • State Operated
• School District
Page #26 of 89
Download Date: 6/2/2021
Collection: CTE Program Update
Annual Collection, 2004-05 to present (ongoing)
ODE Application
Collection Description: The CTE Program Update is a interconnected collection in the State's data system.
It collects data on CTE Programs of Study and program of study courses being offered at the high school
level. Data collected includes the following:
Collection Data Type: Course or Classroom; Facility/Building/School/Program
Collection Elements:
• Courses or Classes • Narrative Descriptions
Collection Purpose: The CTE Program Update collects data required for Federal Perkins reporting and
funding as well as data used for state level reporting and funding allocations.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Monitoring and Oversight
Collection Audience: Types of institutions included in this data collection
The audience for my collection includes, schools, districts, and Regional Coordinators
• CTE Region • School
• CTE Site • School District
• ESD • Skill Center
Page #27 of 89
Download Date: 6/2/2021
Collection: CTE Student
Annual Collection, 2004-05 to present (ongoing)
ODE Application
Collection Description: This collection gathers student information, including technical skill assessments,
student leadership organizations, and career-related learning experiences.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Outcomes or Credentials
• Special Services
Collection Purpose: The information collected in the CTE Student collection is required to calculate the
information submitted for the Carl D. Perkins act. It is submitted in a report called the Consolidated Annual
Report (CAR).
• Required Federal Reporting/Accountability
Collection Publications:
90% Reports/Stoplight Report
Collection Audience: Types of institutions included in this data collection
Any institutions that have an approved CTE Program of Study and are accepting Perkins funding.
• ESD • Skill Center
• School • State Operated
• School District
Page #28 of 89
Download Date: 6/2/2021
Collection: Cumulative Average Daily Membership (CumADM)
Quarterly Collection, 2009-10 to present (ongoing)
ODE Application
Collection Description: This collection contains records of enrollment, including the type and amount of
instruction provided, and outcomes, such as graduation, for Oregon public school students. All students
receiving public education in grades K-12 should be reported in the Cumulative ADM Collection. This includes
full-time and part-time, as well as those enrolled in Alternative Education, ESL (English as a Second
Language), and PnP (Pregnant and Parenting) Programs.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Attendance
• Special Services • Outcomes or Credentials
• School/Program Enrollment
Collection Purpose: The purpose of the Cumulative ADM collection is to ensure an accurate collection of
Average Daily Membership (ADM) in schools and programs for the purposes of allocating the State School
Fund. In addition, data from the Cumulative ADM collection are used for accountability reporting, including
students who are early leavers and students who were awarded a diploma or certificate of completion.
Information for many other state and federal reporting requirements is gathered from this collection.
• Allocation of State School Funding • Required Federal Reporting/Accountability
• Required State Reporting/Accountability
Collection Publications:
Fall and Spring Membership Reports, Graduation, Dropouts, Report Cards
Collection Audience: Types of institutions included in this data collection
ACEP, County Correctional Facility, Data Center, EI/ECSE, ESD, Head Start, Hospital, Implicitly
Administered, JDEP, LTCT, School, School District, Skill Center, State Operated, YCEP, Pediatric Nursing
Facility.
• ACEP • JDEP
• County Correctional Facility • LTCT
• Data Center • Pediatric Nursing Facility
• EI/ECSE • School
• ESD • School District
• Head Start • Skill Center
• Hospital • State Operated
• Implicitly Administered • YCEP
Page #29 of 89
Download Date: 6/2/2021
Collection: Dental Screening
Annual Collection, 2019-20 to present (ongoing)
ODE Application
Collection Description: This collection gathers information from school districts regarding students who have
submitted a dental screening certificate and those who have not.
Collection Data Type: School District or ESD
Collection Elements:
• Health, Safety, Security
Collection Purpose: To address a legislative request for understanding student access to dental screenings.
• Student Health and Safety
Collection Publications:
ODEs dental screening report
Collection Audience: Types of institutions included in this data collection
The Legislature and OHA.
• School District
Page #30 of 89
Download Date: 6/2/2021
Collection: Discipline Incidents
Annual Collection, 2007-08 to present (ongoing)
ODE Application
Collection Description: This collection gathers information on Suspensions, Expulsions, Truancy events,
and Removals to Alternative Settings for all students (general and special education), including
demographics, offenses, and weapons.
Collection Data Type: Student/Child; Discipline Incident
Collection Elements:
• Demographics • Disciplinary Actions
• Special Services
Collection Purpose: The purpose of the Discipline Incidents data collection is to gather and identify student
level discipline throughout the districts and their schools. The data is primarily used to satisfy federal
reporting requirements under the ESSA, IDEA, and Gun Free Schools Act (GSFA), to calculate significant
disproportionality, to respond to data requests from stakeholders, and to guide districts in their school
improvement activities.
• Required Federal Reporting/Accountability • Student Health and Safety
• Monitoring and Oversight
Collection Publications:
Information from this collection is used for required federal reports. Statewide Report Card,
Discipline Incidences Media File
Collection Audience: Types of institutions included in this data collection
public education programs
• Alternative School • ESD
• Charter School • Program
• Data Center • School
• EI/ECSE • School District
• EI/ECSE Service Center • State Operated
Page #31 of 89
Download Date: 6/2/2021
Collection: District Bonds
Annual Collection, 2015-16 to present (ongoing)
ODE Application
Collection Description: The ODE District Bond Collection contains details of the general obligation bond
status for each school district.
Collection Data Type: School District or ESD
Collection Elements:
• Buildings or Facilities • Financial and Budget
Collection Purpose: The purpose of ODE District Bond Collection is to collect details of the general
obligation bond status for each school district per ORS 326.125.
• Required State Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
• ESD • School District
Page #32 of 89
Download Date: 6/2/2021
Collection: Education Program (JDEP, LTCT, and YCEP) Service Plans
Biannual Collection, 2008-09 to present (ongoing)
Paper/Secure File Transfer
Collection Description: Service Plans for the upcoming biennium for the JDEP, LTCT, and YCEP sites
Collection Data Type: Student/Child; Course or Classroom; Staff Member; Facility/Building/School/Program
Collection Elements:
• Special Services • Outcomes or Credentials
• School/Program Enrollment • Courses or Classes
• Performance or Achievement • Financial and Budget
Collection Purpose: For the JDEP, LTCT, and YCEP sites to communicate their plans with the ODE and
Federal funds to serve the students in these facilities.
• Grant Management/Allocation • ODE Operations
• Monitoring and Oversight
Collection Audience: Types of institutions included in this data collection
JDEP, LTCT, and YCEP sites
Page #33 of 89
Download Date: 6/2/2021
Collection: EGrant Management System (EGMS)
Continuous Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: This is the system through which subrecipients receive subgrant notifications from
ODE and submit claims for subgrant funding.
Collection Data Type: Subgrant
Collection Elements:
• Financial and Budget
Collection Purpose: EGMS is used to track subgrants awarded to subrecipients and provides an interface
with which grantees may make claims for reimbursement.
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding • Monitoring and Oversight
• Required State Reporting/Accountability • ODE Operations
Collection Audience: Types of institutions included in this data collection
All SDs, ESDs, non-profits, colleges, universities, and other entities that qualify for grant funding from ODE.
• Association • Independent College
• Charter School • Program
• Community College • School
• Data Center • School District
• ESD • State Operated
• Head Start • University
• Implicitly Administered
Page #34 of 89
Download Date: 6/2/2021
Collection: EI-ECSE Monthly Child Count
Monthly Collection, 2000-01 to present (ongoing)
Other Data Collection Application
Collection Description: This is a monthly collection represents data from the 2nd of the previous month to
the 1st of the current month. All of our 9 Area EI/ECSE programs submit the following data for EI totals and
ECSE totals; 1) referrals, 2) eligible children with IFSPs, 3)children evaluated and qualified, 4) children
evaluated and did not qualify, 5) children who exit from service, and 6) children screened and not referred for
an evaluation. The second part of the monthly count addresses our 45 day timeline data. This data gives of
the number of children who completed an EI evaluation, EI eligibility, and IFSP within 45 days of referral
(having a good parent contact) and those that went over 45 days and why. If they exceed the timeline, the
program must include a Corrective Action Plan for that child explaining why the program did not meet the
timeline and what actions will be taken to correct this.
Collection Data Type: Student/Child; Corrective Action Plans
Collection Elements:
• School/Program Enrollment • EI/ECSE data for Referrals, Exit data
Collection Purpose: Data is used for EI/ECSE Rolling Averages, monitoring growth in caseloads for
stakeholders/legislature, and the 45 Day Data and Corrective Action plans are used for monitoring and our
Annual Performance Report.
• Allocation of State School Funding • Monitoring and Oversight
• Allocation of Federal Funding • Services to Schools and Districts
• Required Federal Reporting/Accountability
Collection Publications:
Completed monthly; Monthly Count Summary, EI/ECSE Caseload graph, Monthly Count Comparisons.
Completed annually; C7 45 Day Timeline Report for APR
Collection Audience: Types of institutions included in this data collection
EI/ECSE programs
Page #35 of 89
Download Date: 6/2/2021
Collection: ESD Direct Support
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: Purpose it to track how ESD's spend resolution dollars
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: The survey has two purposes. The first purpose is to report services provided directly to
your constituent and non-constituent districts. The second purpose is to report all resolution services provided
to your constituent and non-constituent districts. ESD local service plans are defined in Oregon Administrative
Rule (OAR) 581-024-0285. This collection identifies how the required 90/10 fund disbursement is distributed
by the ESDs and showcases the ESD disbursement of K-12 funds.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding
Collection Publications:
DBI Reporting
Collection Audience: Types of institutions included in this data collection
• Data Center • School District
• ESD
Page #36 of 89
Download Date: 6/2/2021
Collection: ESEA CDPR Title IA: Students and Programs
Annual Collection, 2008-09 to present (ongoing)
ODE Application
Collection Description: The purpose of the Title I-A Consolidated District Performance Report Application is
to provide a collection mechanism for district users to submit and update information required by the US
Department of Education. This collection gathers relevant Title I-A student data including assessment, special
education, English Learners, homeless, neglected, and migrant information. In addition, demographic, private
school and supplemental education data is gathered.
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Demographics • School/Program Enrollment
• Special Services • Performance or Achievement
Collection Purpose: The purpose of this collection is to submit data to the US Department of Education as
part of the Consolidated State Performance Report.
• Grant Management/Allocation • Monitoring and Oversight
• Required Federal Reporting/Accountability
Collection Publications:
Federally published Consolidated State Performance Report.
Page #37 of 89
Download Date: 6/2/2021
Collection: ESEA CDPR Title ID: Academic Outcomes
Annual Collection, 2014-15 to present (ongoing)
ODE Application
Collection Description: The Title I-D CDPR Academic Outcomes Collection data reflects the students and
programs which receive Title I-D funded services.
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• School/Program Enrollment • Outcomes or Credentials
• Performance or Achievement
Collection Purpose: The purpose of this collection is to submit data to the US Department of Education as
part of the Consolidated State Performance Report.
• Grant Management/Allocation • Monitoring and Oversight
• Required Federal Reporting/Accountability
Collection Publications:
Federally published Consolidated State Performance Report
Page #38 of 89
Download Date: 6/2/2021
Collection: ESEA CDPR Title ID: Programs and Facilities
Annual Collection, 2014-15 to present (ongoing)
ODE Application
Collection Description: The Title I-D CDPR Programs and Facilities Collection data reflects the students and
programs which receive Title I-D funded services.
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Demographics • School/Program Enrollment
• Special Services • Institution Types and Characteristics
Collection Purpose: The purpose of this collection is to submit data to the US Department of Education as
part of the Consolidated State Performance Report.
• Grant Management/Allocation • Monitoring and Oversight
• Required Federal Reporting/Accountability
Collection Publications:
Federally published Consolidated State Performance Report
Page #39 of 89
Download Date: 6/2/2021
Collection: ESEA McKinney-Vento: Homeless
Annual Collection, 2012-13 to present (ongoing)
ODE Application
Collection Description: This collection compiles records for the district count of PK-12 homeless students,
including living situation (shelter, unsheltered, doubled-up, motel) and unaccompanied status (Y/N).
Collection Data Type: Student/Child; School District or ESD
Collection Elements:
• Demographics • Performance or Achievement
• Special Services • Outcomes or Credentials
• School/Program Enrollment • Disciplinary Actions
• Attendance
Collection Purpose: The purpose of the ESEA Homeless Collection is to fulfill federal ED requirements to
submit PK-12 homeless student count and performance information on an annual basis. Data collected
completes Section 1.9 part 1 of the Consolidated State Performance Report (CSPR), and will be analyzed by
ED to assist in determining the effectiveness of the Education of Homeless Children and Youth Program.
• Allocation of Federal Funding • Other Required Reports
• Grant Management/Allocation • Monitoring and Oversight
• Other Funding • Student Health and Safety
• Required State Reporting/Accountability • Services to Schools and Districts
• Required Federal Reporting/Accountability
Collection Publications:
Statewide Report Card, ODE McKinney-Vento Website (USDE requires annual count data to be posted online)
Collection Audience: Types of institutions included in this data collection
All LEAs, Head Start, media, government agencies, non-profits, other SEAs
• ESD • School District
• School
Page #40 of 89
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Collection: ESEA Title ID: October Caseload
Annual Collection, 2018-19 to present (ongoing)
ODE Application
Collection Description: The purpose of the October Caseload Count is to determine next year's Title I-D
Subpart II funding allocations for districts with delinquent facilities and next year’s Title I-A Neglected funding
allocations for districts with neglected facilities. Districts choose a 30 day enrollment window, with a minimum
of one day in the month of October. Eligible student enrollments must meet specific criteria to be eligible.
Collection Data Type: Student/Child; Facility/Building/School/Program
Collection Elements:
• School/Program Enrollment
Collection Purpose: The purpose of the ESEA Title I-D October Caseload Count is to collect counts of
students in LEA delinquent and neglected residential facilities in order to provide funding to districts through
the Title I-D and Title I-A program.
• Allocation of Federal Funding • Required Federal Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
• School • School District
Page #41 of 89
Download Date: 6/2/2021
Collection: ESEA Title III: Limited English Proficiency
Annual Collection, 2004-05 to present (ongoing)
ODE Application
Collection Description: This collection is used to determine the number of: Current English Learners,
Monitored English Learners, Former English Learners, Potential English Learners and Initially Fluent
Speakers of English. The data is used for state and federal EL program decisions, including funding,
accountability, reporting, and program monitoring.
Collection Data Type: Student/Child; Course or Classroom; School District or ESD
Collection Elements:
• Demographics • Courses or Classes
• Special Services • Program/Instructional Model Characteristics
Collection Purpose: The purpose of the English Learner data collection is to collect annual data on the
number of Current English Learners, Monitored English Learners, Former English Learners, Potential English
Learners and Initially Fluent Speakers of English. This collection provides data that ensures districts are
meeting the OCR required timelines for EL identification. Additional data is collected that ensures access in
instruction learning English and core content as required by Oregon statue/rule and federal law (ORS
336.079, OAR 581-023-0100(4), OAR 581-022-1140).
• Allocation of Federal Funding • Other Required Reports
• Grant Management/Allocation • Monitoring and Oversight
• Required State Reporting/Accountability • Services to Schools and Districts
• Required Federal Reporting/Accountability
Collection Publications:
School & District Report Cards, EL Legislative Reports, EdFacts, etc.
Collection Audience: Types of institutions included in this data collection
public schools, LTCT, YCEP, JDEP, charter schools, ESDs
• ESD • School
• Implicitly Administered • School District
• Program • State Operated
Page #42 of 89
Download Date: 6/2/2021
Collection: ESEA Title III: Recent Arrivers
Annual Collection, 2011-12 to present (ongoing)
ODE Application
Collection Description: This collection is for all enrolled students in Oregon who were born outside the US
and US Territories (Puerto Rico, Guam, etc.) and educated in the US fewer than 3 cumulative academic
school years. Districts determine which students to report to the collection, ODE does not collect place of
birth from districts. Demographic information collected is the same as in all ODE student level data collection
plus a few additional items: (1) language of origin is a required element, (2) English learner determination
flag (Y/N) is a required element, (3) Student with interrupted formal education flag (Y/N) is a required element,
and (4) Foreign exchange student flag (Y/N) is a required element.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • School/Program Enrollment
• Special Services • recently arrived to the US
Collection Purpose: The purpose of this collection is to determine the number of students enrolled in Oregon
who are recently arrived from another county. This is part of the requirements of Title III Immigrant reporting.
Data from this collection is used for a special Title III subgrant and EdFacts reports. The federal Title III sub-
grant is provided to assist recently arrived students and families during their transition to the education system
in the US.
• Allocation of Federal Funding • Monitoring and Oversight
• Required Federal Reporting/Accountability • Services to Schools and Districts
Collection Audience: Types of institutions included in this data collection
public schools, LCTC, JDEP, YCEP, ESD with schools
• ACEP • Implicitly Administered
• Charter School • JDEP
• County Correctional Facility • LTCT
• Data Center • School
• EI/ECSE • School District
• ESD • Skill Center
• Head Start • State Operated
• Hospital
Page #43 of 89
Download Date: 6/2/2021
Collection: Estimate of Membership and Revenues
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: The collection includes local revenues, participation in state funded programs,
transportation costs, as well as average daily membership for projecting funding allocations to 197 School
districts and 19 ESDs.
Collection Data Type: Student/Child; Facility/Building/School/Program
Collection Elements:
• Special Services • Financial and Budget
• School/Program Enrollment
Collection Purpose: The purpose of the collection is to use in the formula for calculating the State School
Fund.
• Allocation of State School Funding
Collection Publications:
District and ESD state school fund estimates, ADMw breakouts, payment statements
Collection Audience: Types of institutions included in this data collection
School districts, ESDs
• ESD • State Operated
• School District
Page #44 of 89
Download Date: 6/2/2021
Collection: Extended Assessment
Annual Collection, 2004-05 to present (ongoing)
Other Data Collection Application
Collection Description: This collection gathers Oregon’s alternate/Extended ELA, Math, and Science
assessments student performance data.
Collection Data Type: Student/Child
Collection Elements:
• Performance or Achievement
Collection Purpose: The purpose of the Extended (Alternate Assessment based on Alternate Academic
Achievement Standards—AA-AAAS) collection is to ensure an accurate collection of Extended Assessment
data. In addition, data from the Extended collection are used for accountability reporting. Collected under
OAR 581-022-0610.
• Required Federal Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
Public schools
Page #45 of 89
Download Date: 6/2/2021
Collection: Facility Grant
Annual Collection, 2004-05 to present (ongoing)
Paper/Secure File Transfer
Collection Description: This collection includes facility plans, detailed costs, contracts and pictures to insure
the district meets the criteria for the facility grant.
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Buildings or Facilities • Narrative Descriptions
• Financial and Budget
Collection Purpose: Applications for the facility grant eligibility
• Allocation of State School Funding • Grant Management/Allocation
Collection Publications:
Facility grant distribution spreadsheet
Collection Audience: Types of institutions included in this data collection
School districts
• School District
Page #46 of 89
Download Date: 6/2/2021
Collection: Fingerprinting
Collection Timeline: As Needed, 2000-01 to present (ongoing)
ODEX - our database
Collection Description: This collection gathers information of classified employees fingerprinted to work in a
district, charter school, private school, and private alternative education school, including information about
what district/school they were fingerprinting through, name, address, DOB, phone number, SS#, and
approved or not approved.
Collection Data Type: School District or ESD
Collection Elements:
• Demographics • Staff Qualifications
Collection Purpose: Whether employees meet criteria based on ORS 326.603 and OAR 581-021-0500.
• Monitoring and Oversight • Student Health and Safety
Page #47 of 89
Download Date: 6/2/2021
Collection: High Cost Disability (HCD)
Annual Collection, 2009-10 to present (ongoing)
ODE Application
Collection Description: This collection is eligible costs associated with providing services for students on
Individual education plans. These cost must meet eligible cost criteria and be over $30,000. The collection
contains Student level data, district information and associated cost per student.
Collection Data Type: Student/Child
Collection Elements:
• Financial and Budget
Collection Purpose: To collect the actual costs to provide special education services to students that cost
districts over $30,000 a year under ORS 327.348 and 327.008, OAR 581-023-0104.
• Allocation of State School Funding • Grant Management/Allocation
Collection Publications:
High cost disability grant report
Collection Audience: Types of institutions included in this data collection
School Districts and ESDs
• School • School District
Page #48 of 89
Download Date: 6/2/2021
Collection: IDEA Annual Application for Federal Funds
Annual Collection, 2007-08 to present (ongoing)
Paper/Secure File Transfer; Will be electronic in future
Collection Description: This collection gathers the annual IDEA assurance statement and application for
IDEA Part B Funds.
Collection Data Type: Facility/Building/School/Program; School District or ESD
Collection Elements:
• Financial and Budget • Narrative Descriptions
Collection Purpose: The annual IDEA assurances includes statements and descriptive information
concerning requirements for compliance with IDEA 2004 and related federal and state laws and regulations.
The annual application for IDEA Part B Funds provides the Oregon Department of Education with information
concerning district budget and MOE calculation method.
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Monitoring and Oversight
Collection Audience: Types of institutions included in this data collection
Public School Districts, EI/ECSE Programs, State Program contractors (LTCT, JDEP, YCEP, ACEP, Hospital,
Oregon School for the Deaf)
Page #49 of 89
Download Date: 6/2/2021
Collection: IDEA Excess Cost Calculation
Annual Collection, 2011-12 to present (ongoing)
ODE Application
Collection Description: This public school district (LEA) collection is used to assist districts with ensuring
IDEA funds are used to supplement State, local and other Federal Funds. Spending on special education
students is compared to non-special education students for elementary and/or secondary grade ranges as
applicable.
Collection Data Type: School District or ESD
Collection Elements:
• Special Services • Institution Types and Characteristics
• School/Program Enrollment • Financial and Budget
Collection Purpose: Public school district (LEA) collection to assist districts with ensuring IDEA funds are
used to supplement State, local and other Federal Funds. (34 CFR § 300.16, 34 CFR § 300.202)
• Grant Management/Allocation • Monitoring and Oversight
Collection Audience: Types of institutions included in this data collection
Public School Districts
• School District
Page #50 of 89
Download Date: 6/2/2021
Collection: Indirect Cost Rate System (ICRS) Certification
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: The ICRS uses audited, actual LEA & ESD expenditures to calculate the LEA and
ESD indirect rates. The expenditure data used is from the most recently closed (audited) fiscal year.
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: The majority of US Department of Education (ED) funding provided to Local Education
Agency (LEAs) are passed-through from the SEA (State Education Agency), ODE. Although LEAs may also
receive awards directly from a federal agency, ED delegates authority for LEAs indirect cost rate
determination to the SEA (34 CFR 561 (b)). The purpose of the Indirect Cost Rate System (ICRS) is to
facilitate the process of calculating the indirect cost rates for the LEAs (districts and ESDs).
• Grant Management/Allocation • Services to Schools and Districts
• Required Federal Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
LEA & ESD Business Managers
Page #51 of 89
Download Date: 6/2/2021
Collection: Institutions Database
Continuous Collection, 2000-01 to present (ongoing)
Paper/Secure File Transfer
Collection Description: Maintain a list of institutions (schools, districts, programs, private agencies, etc.),
contacts, grade ranges, and other relevant information; register approved private alternative programs.
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Institution Types and Characteristics • Buildings or Facilities
Collection Purpose: Institution identifiers provisioned through this process are used in all other collections.
• Grant Management/Allocation • Required Federal Reporting/Accountability
• Required State Reporting/Accountability • ODE Operations
Collection Publications:
Oregon School Directory, Oregon Report Card, School and District Report Cards
Collection Audience: Types of institutions included in this data collection
All institutions doing business with ODE.
Page #52 of 89
Download Date: 6/2/2021
Collection: Instructional Unit Identifier (IUID) System
Continuous Collection, 2010-11 to present (ongoing)
ODE Application
Collection Description: This collection contains a list of classes offered in Oregon public schools, including
the dates of the class, the school in which it is offered, and the course subject.
Collection Data Type: Course or Classroom
Collection Elements:
• Courses or Classes
Collection Purpose: The purpose of the Instructional Unit Identifier (IUID) collection is to generate class
identification numbers for use in the Staff Assignment and Class Roster collections for consistency between
collections. This information, once pulled into other collections, is used for federal and state reporting.
• ODE Operations • portability between data collections
Collection Audience: Types of institutions included in this data collection
• Data Center • School
• EI/ECSE • School District
• EI/ECSE Service Center • Skill Center
• ESD • State Operated
• JDEP • YCEP
• LTCT
Page #53 of 89
Download Date: 6/2/2021
Collection: JDEP/LTCT/YCEP Annual Budget
Annual Collection, 2007-08 to present (ongoing)
Other Data Collection Application
Collection Description: Annual Budget for JDEP/LTCT/YCEP programs
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Staff Employment or Compensation • Financial and Budget
Collection Purpose: Annual Budget for JDEP/LTCT/YCEP programs
• Allocation of State School Funding • Required Federal Reporting/Accountability
• Allocation of Federal Funding • Monitoring and Oversight
• Grant Management/Allocation • ODE Operations
• Required State Reporting/Accountability
Collection Publications:
spreadsheets
Collection Audience: Types of institutions included in this data collection
JDEP, LTCT, and YCEP sites
Page #54 of 89
Download Date: 6/2/2021
Collection: JDEP/LTCT/YCEP Annual Federal Expenditure Report
Annual Collection, 2007-08 to present (ongoing)
Other Data Collection Application
Collection Description: JDEP/LTCT/YCEP Annual Federal Expenditure Report on federal IDEA and Title 1D
Subpart 1 funds
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Special Services • Financial and Budget
• Staff Employment or Compensation
Collection Purpose: JDEP/LTCT/YCEP Expenditure Report on Annual Federal IDEA and Title 1D Subpart 1
funds
• Grant Management/Allocation • Monitoring and Oversight
• Required Federal Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
JDEP, LTCT, and YCEP sites
Page #55 of 89
Download Date: 6/2/2021
Collection: JDEP/LTCT/YCEP Quarterly Expenditure Report
Quarterly Collection, 2007-08 to present (ongoing)
Other Data Collection Application
Collection Description: JDEP/LTCT/YCEP Quarterly Expenditure Report
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Staff Employment or Compensation • Financial and Budget
Collection Purpose: Quarterly Expenditure Report of JDEP/LTCT/YCEP programs
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Monitoring and Oversight
Collection Publications:
spreadsheet
Collection Audience: Types of institutions included in this data collection
JDEP, LTCT, and YCEP sites
Page #56 of 89
Download Date: 6/2/2021
Collection: JDEP/YCEP Annual Status on Goals
Annual Collection, 2007-08 to present (ongoing)
Paper/Secure File Transfer
Collection Description: Annual Status on Goals and Objectives achieved during the school year for JDEP
and YCEP
Collection Data Type: Student/Child; Course or Classroom; Facility/Building/School/Program
Collection Elements:
• Special Services • Courses or Classes
• School/Program Enrollment • Program/Instructional Model Characteristics
• Performance or Achievement • Institution Types and Characteristics
• Outcomes or Credentials
Collection Purpose: JDEP and YCEP report on the progress of the goals and objectives of the program
• Required State Reporting/Accountability • Monitoring and Oversight
Collection Audience: Types of institutions included in this data collection
JDEP and YCEP sites
Page #57 of 89
Download Date: 6/2/2021
Collection: Kindergarten Assessment: Approaches to Learning
Annual Collection, 2013-14 to present (ongoing)
ODE Application
Collection Description: This collection gathers teacher observations of students during classroom activities
and routines for the statewide Kindergarten Assessment, as well as student demographic information.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Performance or Achievement
Collection Purpose: The purpose of the Kindergarten Assessment collections is to provide families, schools,
and state-level policy makers a snapshot of the social, self-regulatory, and academic skills of incoming
Kindergarteners. These collections also provide a consistent statewide tool for identifying systemic opportunity
gaps, determining early learning resource allocation to best support students in need, and to measure
improvement over time. The Kindergarten Assessment collections are required by OAR 581-22-2130.
• Required State Reporting/Accountability
Collection Publications:
Statewide Kindergarten Assessment Results, Statewide Kindergarten Assessment--Look-back Report
Collection Audience: Types of institutions included in this data collection
• ESD • School District
• LTCT • State Operated
• School
Page #58 of 89
Download Date: 6/2/2021
Collection: Kindergarten Assessment: Literacy
Annual Collection, 2013-14 to present (ongoing)
ODE Application
Collection Description: This collection gathers student responses to the statewide Kindergarten Assessment
as well as student demographic information.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Performance or Achievement
Collection Purpose: The purpose of the Kindergarten Assessment collections is to provide families, schools,
and state-level policy makers a snapshot of the social, self-regulatory, and academic skills of incoming
Kindergarteners. These collections also provide a consistent statewide tool for identifying systemic opportunity
gaps, determining early learning resource allocation to best support students in need, and to measure
improvement over time. The Kindergarten Assessment collections are required by OAR 581-22-2130.
• Required State Reporting/Accountability
Collection Publications:
Statewide Kindergarten Assessment Results, Statewide Kindergarten Assessment--Look-back Report
Collection Audience: Types of institutions included in this data collection
• ESD • School District
• LTCT • State Operated
• School
Page #59 of 89
Download Date: 6/2/2021
Collection: Kindergarten Assessment: Mathematics
Annual Collection, 2013-14 to present (ongoing)
ODE Application
Collection Description: This collection gathers student responses to the statewide Kindergarten Assessment
as well as student demographic information.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Performance or Achievement
Collection Purpose: The purpose of the Kindergarten Assessment collections is to provide families, schools,
and state-level policy makers a snapshot of the social, self-regulatory, and academic skills of incoming
Kindergarteners. These collections also provide a consistent statewide tool for identifying systemic opportunity
gaps, determining early learning resource allocation to best support students in need, and to measure
improvement over time. The Kindergarten Assessment collections are required by OAR 581-22-2130.
• Required State Reporting/Accountability
Collection Publications:
Statewide Kindergarten Assessment Results, Statewide Kindergarten Assessment--Look-back Report
Collection Audience: Types of institutions included in this data collection
• ESD • School District
• LTCT • State Operated
• School
Page #60 of 89
Download Date: 6/2/2021
Collection: LTCT Data to calculate upcoming year's LTCT funding allocations
Annual Collection, 2014-15 to present (ongoing)
Other Data Collection Application
Collection Description: LTCT sites submit data such as number of slots, classrooms, and teacher and EA
salary ranges, so that ODE can calculate the forthcoming year's fiscal allocations.
Collection Data Type: Course or Classroom; Staff Member; Facility/Building/School/Program
Collection Elements:
• School/Program Enrollment • Financial and Budget
• Staff Employment or Compensation
Collection Purpose: LTCT Data to calculate upcoming year's LTCT funding allocations
• Allocation of State School Funding • Grant Management/Allocation
Collection Publications:
spreadsheet
Collection Audience: Types of institutions included in this data collection
LTCT sites
Page #61 of 89
Download Date: 6/2/2021
Collection: Medically Fragile Services: Nurses and Students (HB2693)
Annual Collection, 2010-11 to present (ongoing)
ODE Application
Collection Description: The numbers and ratios of school nurses that serve students with health conditions
per school district.
Collection Data Type: Student/Child; Staff Member
Collection Elements:
• Special Services • Health, Safety, Security
Collection Purpose: The purpose of the Medically Fragile Data collection is to ensure an accurate collection
of the number of medically fragile and medically complex students as required by ORS 336.201. In addition,
this collection captures the number of school nurses from which we calculate the state school nurse to student
ratio. The data is included in a an annual report to the legislature.
• Required State Reporting/Accountability • Student Health and Safety
Collection Publications:
School Nurses Annual Report - Legislative Report
Collection Audience: Types of institutions included in this data collection
Oregon Legislator, public schools, Oregon Health Authority
• School District
Page #62 of 89
Download Date: 6/2/2021
Collection: Ninth Grade On-Track
Annual Collection, 2013-14 to present (ongoing)
ODE Application
Collection Description: This collection gathers a list of entering high school students that are on-track to
graduate in four years. A student is considered on-track if they are part of the year's entering high school
cohort, and have earned at least 6 credits or 25% of the number required for high school graduation,
whichever is higher, by the end of their first year of high school. This is a minimum of 6 credits, but may be
higher in districts that require more credits to graduate than the state's minimum. Credits earned may be
counted as long as they are awarded before the beginning of the next school year (August, 31), including
advanced credits earned in 8th grade and summer school credits.
Collection Data Type: Student/Child
Collection Elements:
• Demographics
Collection Purpose: To provide an indicator of on-track status for use in state and federal accountability
reporting and research.
• Required State Reporting/Accountability
Collection Publications:
School and District At-a-Glance Profiles, Statewide Report Card
Collection Audience: Types of institutions included in this data collection
• ACEP • LTCT
• County Correctional Facility • School
• Data Center • School District
• ESD • Skill Center
• Hospital • State Operated
• Implicitly Administered • YCEP
• JDEP
Page #63 of 89
Download Date: 6/2/2021
Collection: OMSIS
Continuous Collection, 2011-12 to present (ongoing)
Other Data Collection Application
Collection Description: This collection gathers eligible migrant student information (demographic,
attendance, credits, supplemental services, etc.) data that are required by the federal government and the
National Migrant Student Information eXchange system.
Collection Data Type: Student/Child; Course or Classroom; Facility/Building/School/Program; School District
or ESD
Collection Elements:
• Demographics • Performance or Achievement
• Special Services • Outcomes or Credentials
• School/Program Enrollment • Courses or Classes
• Attendance • Institution Types and Characteristics
Collection Purpose: Collect data on migrant students in order to facilitate records transfers between schools
and districts and to facilitate the production of accountability reports.
• Allocation of State School Funding • Other Required Reports
• Allocation of Federal Funding • Monitoring and Oversight
• Grant Management/Allocation • Student Health and Safety
• Other Funding • Services to Schools and Districts
• Required State Reporting/Accountability • ODE Operations
• Required Federal Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
public schools, private schools, districts that receive Title IC funding.
Page #64 of 89
Download Date: 6/2/2021
Collection: Operational Unit Survey
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: The Operational Unit Survey identifies expenditures at a building level or at a central
cost center (CCC). This collection is included in the Actuals Expenditure collection.
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: Required by ORS 327.137.
• Allocation of State School Funding • Required State Reporting/Accountability
• Allocation of Federal Funding • Required Federal Reporting/Accountability
• Grant Management/Allocation • Other Required Reports
• Other Funding • Monitoring and Oversight
Collection Publications:
DBI reports and all financial reporting.
Collection Audience: Types of institutions included in this data collection
K-12 Public Schools and ESDs
• Data Center • School
• ESD • School District
Page #65 of 89
Download Date: 6/2/2021
Collection: Oregon Pre-Kindergarten Models
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: Includes data on type of program, learning setting, session hours/days/weeks,
planned home visit data.
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• Institution Types and Characteristics
Collection Purpose: The purpose of the OPK/Head Start Model Collection is to provide grantee agencies the
mechanism to submit information about their programs to support the Oregon Department of Education (ODE)
Pre-Kindergarten Reporting Database; this model information is later referenced by grantees when student-
level data is submitted. The Pre-Kindergarten database was built by ODE during the biennium ending June
30, 2005 in order to respond to questions posed by the Legislature and others about the extent and impact of
state-funded early childhood services.
• Required State Reporting/Accountability • Monitoring and Oversight
Collection Publications:
Legislative Report on Preschools
Collection Audience: Types of institutions included in this data collection
Head Start Programs, State Funded Oregon PreK Programs
• Head Start
Page #66 of 89
Download Date: 6/2/2021
Collection: Oregon Pre-Kindergarten Student
Annual Collection, 2005-06 to present (ongoing)
ODE Application
Collection Description: Includes demographic data, start and end dates for enrollment, attendance data and
home visit information.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Attendance
• School/Program Enrollment
Collection Purpose: The purpose of the OPK/Head Start Student Collection is to provide grantee agencies
the mechanism to submit student-based demographic, enrollment and attendance data to support the Oregon
Department of Education (ODE) Pre-Kindergarten Reporting Database. This database was built by ODE
during the biennium ending June 30, 2005 in order to respond to questions posed by the Legislature and
others about the extent and impact of state-funded early childhood services.
• Required State Reporting/Accountability • Other Required Reports
Collection Publications:
Legislative Report on Preschools (Non Public School)
Collection Audience: Types of institutions included in this data collection
Dual Funded Head Start Programs, Oregon PreK Programs
• Head Start
Page #67 of 89
Download Date: 6/2/2021
Collection: ORIS Needs Assessment Tool
Annual Collection, 2018-19 to present (ongoing)
Other Data Collection Application
Collection Description: Collects information regarding school and district health for implementing MTSS.
Collection Data Type: Facility/Building/School/Program; School District or ESD
Collection Elements:
• Level of Implementation
Collection Purpose: Used for school and district planning and federal grant reporting.
• Grant Management/Allocation
Collection Publications:
Data will be reported in SPDG APR submitted to feds.
Collection Audience: Types of institutions included in this data collection
Districts and schools participating in SPDG.
Page #68 of 89
Download Date: 6/2/2021
Collection: Physical Education Facilities (HB3141)
Annual Collection, 2010-11 to present (ongoing)
ODE Application
Collection Description: This collection gathers the actual physical capacity of schools to provide Physical
Education to all K - 8 students for 150 minutes/week and grades 6 - 8 students with 225 minutes/week for the
entire school year. It also collects information on what additional facilities would be needed in order to provide
those students with the required minutes.
Collection Data Type: Student/Child; Course or Classroom; Staff Member; Facility/Building/School/Program;
School District or ESD
Collection Elements:
• School/Program Enrollment • Institution Types and Characteristics
• Health, Safety, Security • Buildings or Facilities
• Courses or Classes
Collection Purpose: The purpose of the Physical Education Facilities collection is to gather information from
districts on their current, and additionally needed facilities to provide the required number of physical
education for K-8 students under ORS 329.498.
• Required State Reporting/Accountability • Other Required Reports
Collection Publications:
Physical Education Legislative Reports
Collection Audience: Types of institutions included in this data collection
Public schools; Districts
• School • School District
Page #69 of 89
Download Date: 6/2/2021
Collection: Physical Education Instructional Minutes (HB3141)
Annual Collection, 2010-11 to present (ongoing)
ODE Application
Collection Description: This collection gathers minutes of Physical Education that all students in grades K -
8 receive in public schools each week for the entire school year.
Collection Data Type: Student/Child; Course or Classroom; Staff Member; Facility/Building/School/Program;
School District or ESD
Collection Elements:
• School/Program Enrollment • Institution Types and Characteristics
• Health, Safety, Security • Buildings or Facilities
• Courses or Classes
Collection Purpose: The purpose of the Physical Education Minutes collection is to gather information from
districts on current number of physical education instructional minutes provided to K-8 students by grade
level at each school under HB3141.
• Required State Reporting/Accountability • Other Required Reports
Collection Publications:
Physical Education Legislative Reports
Collection Audience: Types of institutions included in this data collection
Public and charter schools K - 8; Districts
• School • School District
Page #70 of 89
Download Date: 6/2/2021
Collection: Post School Outcomes: Exit Interviews
Annual Collection, 2008-09 to present (ongoing)
ODE Application
Collection Description: Exit Interview (prep for one year follow up calls) includes all students ages 14-21
who leave school on an IEP (Individual Education Plan) to collect contact data
Collection Data Type: Student/Child
Collection Elements:
• Demographics • contact information so that a school district can
• Special Services reach a student that was on an IEP one year
after they leave the school system
Collection Purpose: Districts are strongly encouraged to use the Exit interview with the student the year they
leave the current school year to let students and families know that their information matters to the district.
The Exit collects a variety of information and contact information to make a phone call for the Post School
Outcome interview one year after the student leaves the school system.
• Informs students and families the school district will make a phone call
Collection Audience: Types of institutions included in this data collection
School District and ESD
Page #71 of 89
Download Date: 6/2/2021
Collection: Post School Outcomes: Follow-Up Interviews
Annual Collection, 2011-12 to present (ongoing)
ODE Application
Collection Description: Education and employment outcomes are collected during the first year one year
after a student leaves the school system.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • Outcomes or Credentials
• Special Services • Institution Types and Characteristics
Collection Purpose: For state and districts to use the data to make changes to their programs or systems to
create success for post school outcomes for students with disabilities.
• Required Federal Reporting/Accountability
Collection Publications:
SPP-APR and special education report card
Collection Audience: Types of institutions included in this data collection
School District and ESD
• ACEP • School District
• ESD • YCEP
• JDEP
Page #72 of 89
Download Date: 6/2/2021
Collection: Principal and Teacher Evaluations
Annual Collection, 2011-12 to present (ongoing)
ODE Application
Collection Description: This collections gathers summative ratings of principals and teachers from every
Oregon school district.
Collection Data Type: Staff Member
Collection Elements:
• Evaluation data
Collection Purpose: The purpose of the Principal and Teacher Evaluation Data Collection is to collect
summative ratings of principals and teachers from every Oregon school district. It is also to ensure that all
districts have four levels to their evaluation systems as they report the ratings in one of four levels. Required
by ORS 342.805 - 342.937.
• Required by ORS
Collection Audience: Types of institutions included in this data collection
• Charter School • School District
• ESD • YCEP
• School
Page #73 of 89
Download Date: 6/2/2021
Collection: Private School Count
Annual Collection, 2019-20 to present (ongoing)
ODE Application
Collection Description: This collection gathers private school enrollment data from school districts, which
allows calculation of the IDEA Flow Through Funds. This collection is used by districts to calculate the
allocation of funds to be spent per private school special education student, as well as the total proportionate
share of funds.
Collection Data Type: School District or ESD
Collection Elements:
• School/Program Enrollment • Financial and Budget
Collection Purpose: The Private School Data collection is used for collecting private school enrollment,
which is used in the distribution of IDEA flow-through funds. This collection also fields an IDEA requirement of
tracking district's proportionate share amount.
• Allocation of Federal Funding • Expenditure - calculation of proportionate share
Collection Audience: Types of institutions included in this data collection
Public School Districts
Page #74 of 89
Download Date: 6/2/2021
Collection: Restraint & Seclusion Incidents Collection
Annual Collection, 2019-20 to present (ongoing)
ODE Application
Collection Description: All events resulting in instances of restraint and/or seclusion are reported in this
collection.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • School/Program Enrollment
• Special Services • Health, Safety, Security
Collection Purpose: Required as per OAR 581-022-2267: Annual Report on use of Restraint and Seclusion.
• Required State Reporting/Accountability • Student Health and Safety
Collection Audience: Types of institutions included in this data collection
"Each entity that has jurisdiction over a public education program must prepare and submit an annual report
detailing the use of restraint and seclusion for the preceding school year to the Oregon Department of
Education. (581-022-2267 Annual Report on use of Restraint and Seclusion)"
• Alternative School • Program
• Charter School • School
• EI/ECSE • School District
• EI/ECSE Service Center • State Operated
• ESD
Page #75 of 89
Download Date: 6/2/2021
Collection: School Implementation Scale
Annual Collection, 2016-17 to present (ongoing)
Other Data Collection Application
Collection Description: Individual measure of MTSS implementation.
Collection Data Type: Staff Member; Facility/Building/School/Program; School District or ESD
Collection Elements:
• self report measure of implementation
Collection Purpose: Evaluation for SPDG - (federal grant) and to guide school improvement.
• Grant Management/Allocation • District and School Planning for Improvement
Collection Publications:
SPDG APR annually. Individual school and district reports available in data system .
Collection Audience: Types of institutions included in this data collection
public schools participating in SPDG grant - open to any school/district
Page #76 of 89
Download Date: 6/2/2021
Collection: Seclusion Rooms Collection
Annual Collection, 2019-20 to present (ongoing)
ODE Application
Collection Description: Specifics regarding all existing seclusion rooms, as required by OAR 581-021-0568:
Standards for Seclusion Rooms.
Collection Data Type: Staff Member; School District or ESD
Collection Elements:
• Buildings or Facilities
Collection Purpose: This collection collects attributes of seclusion rooms, as is required by OAR 581-021-
0568: Standards for Seclusion Rooms.
• Required State Reporting/Accountability • Student Health and Safety
Collection Audience: Types of institutions included in this data collection
All public education programs. OAR 581-021-0550 defines “public education programs” as:
a. Are for students in early childhood education, elementary school or secondary school,
b. Are under the jurisdiction of a school district, an ESD or another educational institution or program; and,
c. Receive, or serve students who receive, support in any form from any program supported, directly or
indirectly, with funds appropriated to the Oregon Department of Education.
• Alternative School • School
• Charter School • School District
• ESD • State Operated
Page #77 of 89
Download Date: 6/2/2021
Collection: Special Ed Performance Review & Improvement
Continuous Collection, 2003-04 to present (ongoing)
ODE Application
Collection Description: This system focuses on procedural compliance and performance indicators identified
through federal and state regulation and previous state monitoring findings. Both districts and EI/ECSE
programs conduct individual child file reviews annually to collect procedural compliance data. These data are
collected on a specified number of student files determined by ODE school age and EI/ECSE programs.
Individual student procedural compliance data is collected by programs and submitted to ODE electronically
through the SPR
Collection Data Type: School District or ESD
Collection Elements:
• Data analysis of school districts on the 17 indicators for SPP- APR
Collection Purpose: SPR
• Required Federal Reporting/Accountability • Monitoring and Oversight
Collection Publications:
there are no public reporting this handled by the special education report cards
Collection Audience: Types of institutions included in this data collection
School districts and ESDs
Page #78 of 89
Download Date: 6/2/2021
Collection: SSID (Secure Student ID) System
Continuous Collection, 2004-05 to present (ongoing)
ODE Application
Collection Description: This data set collects demographics, address, gender, attending and resident school
information about the student.
Collection Data Type: Student/Child
Collection Elements:
• Demographics • School/Program Enrollment
• Special Services
Collection Purpose: The purpose of the Student collection is to issue and maintain a secure unique identifier
to all of the students who are attending public schools throughout the State of Oregon. The student data from
this collection is used in all other student data collections.
• Required State Reporting/Accountability • Services to Schools and Districts
• Required Federal Reporting/Accountability • ODE Operations
Collection Audience: Types of institutions included in this data collection
• ACEP • LTCT
• County Correctional Facility • Pediatric Nursing Facility
• EI/ECSE • School
• ESD • School District
• Head Start • Skill Center
• Hospital • State Operated
• Implicitly Administered • YCEP
• JDEP
Page #79 of 89
Download Date: 6/2/2021
Collection: Staff Assignment
Annual Collection, 2006-07 to present (ongoing)
ODE Application
Collection Description: The Staff Assignment Collection gathers information on all teachers who are
providing instruction to students. This information is collected in order to determine if the teachers are Out-of-
Field, Inexperienced, or teaching with an Emergency/Provisional license.
Collection Data Type: Course or Classroom; Staff Member
Collection Elements:
• Demographics • Staff Qualifications
• Courses or Classes
Collection Purpose: The purpose of the Staff Assignment collection is to ascertain if schools with high
percentages of students of color and students experiencing poverty have disproportionate percentages of
teachers that are Out-of-Field, Inexperienced, or teaching with an Emergency/Provisional license. Data
collected in the Staff Assignment collection are for federal reporting as required by the Elementary and
Secondary Education Act (Revised 2015 as the Every Student Succeeds Act).
• Required Federal Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
• Data Center • School
• EI/ECSE • School District
• ESD • Skill Center
• LTCT • State Operated
• Pediatric Nursing Facility
Page #80 of 89
Download Date: 6/2/2021
Collection: Staff Position
Annual Collection, 2006-07 to present (ongoing)
ODE Application
Collection Description: The Staff Position collection gathers staff-related data (including Full Time
Equivalency (FTE), contract length, position type, race/ethnicity, salary, etc.) based on a December 1
snapshot date for all public school and school district staff.
Collection Data Type: Staff Member
Collection Elements:
• Demographics • Staff Employment or Compensation
• Staff Qualifications
Collection Purpose: The primary purpose is to populate staff experience information in the State School
Fund. Data are also used for state reporting including School and District At-a-Glance Profiles, the Statewide
Report Card, and the Oregon Educator Equity Report; for Federal EdFacts reporting including Staff FTE,
Special Education Staff, and Highly Qualified Paraprofessional FTE; and for other reports including the
Teacher Standards and Practices Commission (TSPC) Educator Lookup and media/other public records
requests.
• Allocation of State School Funding • Required Federal Reporting/Accountability
• Required State Reporting/Accountability
Collection Publications:
School and District At-a-Glance Profiles, Statewide Report Card, Staff FTE Report,
Oregon Educator Equity Report
Collection Audience: Types of institutions included in this data collection
• ACEP • Hospital
• County Correctional Facility • JDEP
• Data Center • LTCT
• EI/ECSE • School
• EI/ECSE Service Center • School District
• ESD • State Operated
• Head Start • YCEP
Page #81 of 89
Download Date: 6/2/2021
Collection: State Personnel Development Grant Coaching Log
Continuous Collection, 2016-17 to present (ongoing)
Other Data Collection Application
Collection Description: State Personnel Development Grant coaches fill out a log that supports high quality
coaching following every coaching visit with a district or school.
Collection Data Type: Staff Member; Staff Member Communication
Collection Elements:
• Narrative Descriptions
Collection Purpose: Used for ongoing coach collaboration and reporting to feds on State Personnel
Development Grant
• Grant Management/Allocation
Collection Publications:
State Personnel Development Grant APR
Collection Audience: Types of institutions included in this data collection
Coaches interacting with SPDG districts and schools
Page #82 of 89
Download Date: 6/2/2021
Collection: Student Centered Staging
Collection Timeline: During and shortly after the end of the testing windows, 2003-04 to present (ongoing)
Paper/Secure File Transfer; Secure FTP files from external vendor
Collection Description: The Student Centered Staging application contains test event records that have
been received by ODE from an external vendor, which include student demographics and other attributes,
institution identifiers, test attributes, and record resolution attributes calculated by ODE.
Collection Data Type: Test events
Collection Elements:
• Demographics • Performance or Achievement
• Special Services • Attributes of test events
• School/Program Enrollment
Collection Purpose: The Student Centered Staging application allows a user in a district who has been
granted access to view, edit, fix errors, download errors, upload fixes, and download student test records that
have been received by ODE.
• Required State Reporting/Accountability • Other Required Reports
• Required Federal Reporting/Accountability
Collection Publications:
School and District Report Cards, Statewide Report Card, Assessment Group Reports
Collection Audience: Types of institutions included in this data collection
ESD, Program, School, School District, State Operated
• ESD • School District
• Program • State Operated
• School
Page #83 of 89
Download Date: 6/2/2021
Collection: Title ID Subpart 1 LTCT Enrollment on Six selected dates
Annual Collection, 2014-15 to present (ongoing)
Other Data Collection Application
Collection Description: The enrollment of LTCT sites on six dates selected by ODE.
Collection Data Type: Facility/Building/School/Program
Collection Elements:
• School/Program Enrollment
Collection Purpose: To determine the date with the highest enrollment for a calendar year (Jan. 1 - Dec. 31)
for the Title 1D Subpart 1 LTCT Child Count
• Allocation of Federal Funding
Collection Publications:
Spreadsheet
Collection Audience: Types of institutions included in this data collection
LTCT sites
Page #84 of 89
Download Date: 6/2/2021
Collection: Title ID Subpart 1 LTCT Student roster on selected date with highest enrollment
Annual Collection, 2017-18 to present (ongoing)
Other Data Collection Application
Collection Description: The roster of enrolled LTCT students on the selected date for the Title ID Subpart 1
Child Count
Collection Data Type: Student/Child; Facility/Building/School/Program
Collection Elements:
• Demographics • School/Program Enrollment
Collection Purpose: The collection solicits the names and SSID of the students enrolled in LTCT sites for
Title 1D Subpart 1, so that the students will be cross checked with names and SSIDs on the Subpart 2 roster.
A student cannot be double counted on both Subpart 1 and 2, which will provide double funding for the same
student, which is not allowed.
• Allocation of Federal Funding
Collection Publications:
Spreadsheet
Collection Audience: Types of institutions included in this data collection
LTCT sites
Page #85 of 89
Download Date: 6/2/2021
Collection: Title ID Subpart 1 Neglected and Delinquent Consolidated State Performance Report (CSPR)
Annual Collection, 2007-08 to present (ongoing)
Other Data Collection Application
Collection Description: For LTCT and YCEP sites to submit the Title ID Subpart 1 Neglected and Delinquent
Consolidated State Performance Report (CSPR) data for the USDOE data collection
Collection Data Type: Student/Child; Facility/Building/School/Program
Collection Elements:
• Demographics • Performance or Achievement
• Special Services • Outcomes or Credentials
• School/Program Enrollment • Institution Types and Characteristics
Collection Purpose: To satisfy the USDOE mandated data collection for Title 1D Subpart 1 facilities.
• Required Federal Reporting/Accountability • Monitoring and Oversight
Collection Publications:
Spreadsheet and USDOE website
Collection Audience: Types of institutions included in this data collection
LTCT (Neglected) and YCEP (Delinquent)
Page #86 of 89
Download Date: 6/2/2021
Collection: Transportation Information
Annual Collection, 2018-19 to present (ongoing)
ODE Application
Collection Description: Data tracks students transported and mileage to accomplish home to school
services
Collection Data Type: Facility/Building/School/Program; School District or ESD
Collection Elements:
• Attendance • Vehicle/Transportation Information
• Financial and Budget
Collection Purpose: Data are used in the calculations of the annual $200 million Transportation Grant in the
State School Fund.
• Allocation of State School Funding • Other Required Reports
• Other Funding • Services to Schools and Districts
• Required State Reporting/Accountability • ODE Operations
Collection Audience: Types of institutions included in this data collection
All transportation entities that own and use School buses in the State of Oregon.
• Charter School • Program
• ESD • School District
Page #87 of 89
Download Date: 6/2/2021
Collection: USDA Foods Value of Commodities Received Report
Annual Collection, 2017-18 to present (ongoing)
Other Data Collection Application; Federal systems that record USDA Foods activity: Web-Based-Supply-
Chain-Management-System (WBSCM); Fresh Fruit and Vegetable Ordering System (FFAVORS)
Collection Description: This report lists the total value of USDA Foods/commodities received by recipient
agencies within the State of Oregon. This is part of the Federal funding they receive through Child Nutrition
Programs.
Collection Data Type: School District or ESD
Collection Elements:
• Financial and Budget
Collection Purpose: This report satisfies State and Federal funds reporting required for USDA Foods
recipients.
• Required State Reporting/Accountability • Monitoring and Oversight
• Required Federal Reporting/Accountability
Collection Publications:
Value of USDA Foods received by sponsor and program
Collection Audience: Types of institutions included in this data collection
Public schools, private schools, Residential Child Care Institutions
Page #88 of 89
Download Date: 6/2/2021
Collection: USID (Unique Staff ID) System
Continuous Collection, 2006-07 to present (ongoing)
ODE Application
Collection Description: This data set collects demographics, gender, school for which they are employed at
and their teacher license (if applicable).
Collection Data Type: Staff Member
Collection Elements:
• Demographics
Collection Purpose: This collection maintains a central staff identifier for use in all other staff collections.
• Required State Reporting/Accountability • ODE Operations
• Required Federal Reporting/Accountability
Collection Audience: Types of institutions included in this data collection
• ACEP • JDEP
• County Correctional Facility • LTCT
• Data Center • School
• EI/ECSE • School District
• ESD • State Operated
• Head Start • YCEP
• Hospital
Page #89 of 89
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