Current through Register Vol. 63, No. 9, September 1, 2024
The following definitions apply to OAR 581-017-0801 to
581-017-0811:
(1) "ADMw" means the
extended weighted average daily membership computed as provided in ORS
327.013(1)(c).
(2) "Coaching" means a structure that
supports and develops educators through regular observation of their
instruction, using a shared framework.
(3) "Community-Based Organizations" means an
organization that is:
(a) established as a
nonprofit organization under the laws of this state;
(b) qualifies as an exempt organization under
section 501(c)(3) of the
Internal Revenue Code, as described in ORS
314.011;
(c) reflective of a community or significant
segments of a community it seeks to serve; and
(d) driven by and representative of a
community or a significant segment of a community and works to meet community
needs and amplify strengths.
(4) "Community Voice" means that members
representing the community served by the project, including students, will be
involved in co-constructing the project design, implementation, and/or
providing strategic guidance in final decision-making.
(5) "Core (also known as 'basal')
Instructional Materials" means any organized system, which constitutes the
major instructional vehicle for a given course of study, or any part thereof. A
major instructional vehicle may include such instructional materials as a
hardbound or a softbound book or books, or sets or kits of print and non-print
materials, including electronic and internet or web-based materials or
media.
(6) "Culturally Responsive"
means the implicit recognition and incorporation of the cultural knowledge,
experience, and ways of being and knowing of students in teaching, learning,
and assessment. This includes identifying, valuing, and maintaining a high
commitment to students' cultural assets in instruction and assessment; diverse
frames of reference that correspond to multifaceted cultural perspectives/
experiences; and behaviors in the classroom that can differ from White-centered
cultural views of what qualifies as achievement or success.
(7) "Developmentally Appropriate" means
designing and implementing learning environments to help all children achieve
their full potential in literacy through:
(a)
building on each child's strengths;
(b) taking care to not harm any aspect of
each child's physical, cognitive, social, or emotional well-being;
and
(c) considering what is known
about:
(A) age-related characteristics that
can inform what experiences are likely to best promote a student's learning and
development;
(B) what is known
about each child as an individual that has implications for how best to adapt
learning experiences; and
(C) the
social and cultural contexts in which a student lives in order to ensure that
learning experiences are meaningful, relevant, and respectful for each child
and family.
(8) "Diagnostic" means assessments to
identify a student's specific strengths and needs in literacy in order to
determine and plan the appropriate level of instruction, pacing and
intervention support.
(9) "Direct
Administrative Costs" means administrative functions readily allocable to and
required for administering the grant program such as oversight, grant
expenditure data collection, leadership that does not include direct service to
teacher or students, management, and supervision. Direct administrative costs
should be a smaller proportion of the overall grant amount in relation to
direct service costs.
(10) "Early
Learning Hub" means any entity designated by regional partners to coordinate
early learning services, as determined by rules adopted by the Early Learning
Council.
(11) "Early Literacy
Program" means the entirety of the curriculum, assessments, instructional
materials, practices, systems, staffing, and structures in place to support
comprehensive early literacy across the district.
(12) "Early Literacy Success Plan" means the
elements in the application, including but not limited to the responses to the
application questions, program review, and inventory, as defined in ORS
327.831.
(13) "Early Literacy Success School Grant"
means the program established in ORS
327.829 and may also be referred
to as "Early Literacy Success School District Grants''.
(14) For Early Literacy Success School
District Grants, established in ORS
327.829, "Eligible Applicant"
means a school district or public charter school that serves students in grades
prekindergarten/preschool through third grade. This can include districts and
public charter schools that serve students in grades prekindergarten/preschool
through eighth grade or prekindergarten/preschool through twelfth grade, given
the application focuses on specific grade levels named in ORS
327.825. Per ORS
327.825 and ORS
327.831, virtual public charter
schools are not eligible applicants for this grant.
(15) For Tribal Grants, established in ORS
327.843(2)(d),
"Eligible Applicant" means:
(a) Burns Paiute
Tribe;
(b) The Confederated Tribes
of Coos, Lower Umpqua, and Siuslaw;
(c) Confederated Tribes of Cow Creek Band of
Umpqua;
(d) Confederated Tribes of
Grand Ronde;
(e) Confederated
Tribes of Siletz;
(f) Confederated
Tribes of Warm Spring Indian Reservation;
(g) Confederated Tribes of Umatilla Indian
Reservation;
(h) Coquille Tribe;
or
(i) Klamath Tribes.
(16) For Community Grants,
established in ORS 327.843, "Evidence-Based" means
practices with a proven record of success based on reliable, trustworthy, and
valid evidence that when the practices are implemented with fidelity, students
can be expected to make adequate gains in early literacy. Instructional
practices, activities, strategies, or interventions that are "evidence-based"
should not just privilege scientific evidence, but also be driven by evidence
stemming from the perspectives of those affected by those practices,
activities, strategies, or interventions such as:
(a) Tribal consultation, recommendations, and
experiences of American Indian/ Alaska Native community members or
Tribes.
(b) Community-driven,
culturally-responsive/sustaining/specific, non-dominant and non-Western ways of
knowing, being, and researching.
(17) "Extended Learning Program" means
literacy programming which shall:
(a) use a
research-aligned tutoring model, which is defined for School District Grants as
a tutoring model that uses "Research-aligned literacy strategies" as defined in
ORS 327.825 and is based on "Science
of reading and writing" as defined in ORS
327.825 and meets the criteria
established by the Department in OAR 581-017-0811;
(b) occur outside of the traditional school
day, which could include, but is not limited to afterschool and summer;
and
(c) be administered either by a
licensed teacher of any subject area or by a qualified tutor, which is defined
for School District Grants as a person who has the training necessary to
implement the research-aligned tutoring model effectively or a high-dosage
tutoring provider from the Qualified List for High-Dosage Tutoring established
in section 20.
(18)
"Fidelity"means how closely prescribed procedures are followed and, in the
context of schools, the degree to which educators implement programs,
assessments, and implementation plans the way they were intended.
(19) "Formative" means a process of
collecting and responding to evidence of student learning; the information
gained about student learning is used in the course of instruction to respond
to and adjust instruction.
(20) For
Early Literacy Success School District Grants, established in ORS
327.829, "High-Dosage Tutoring''
is additionally defined as tutoring that:
(a)
Is provided in addition to regular core instruction;
(b) Is provided during the school year, which
may occur during the school day or before/after school;
(c) Uses a research-aligned tutoring model,
which is defined for School District Grants as a tutoring model that uses
"Research-aligned literacy strategies" as defined in ORS
327.825, is based on the
"science of reading and writing" as defined in ORS
327.825, and meets the criteria
established by the Department in section OAR 581-017-0811;
(d) Is administered by a qualified tutor
which is defined for School District Grants as a person who has the training
necessary to implement the research-aligned tutoring model effectively and
criteria established by the Department in section OAR 581-017-0811;
(e) Is provided to four or fewer students;
and
(f) Integrates reading and
writing in a way that is aligned to Oregon's ELA Content Standards and to
students' reading instructional needs, based on student assessment data and
other evidence of student learning.
(21) For Early Literacy Success Community
Grants, established in ORS
327.843, "High-Dosage Tutoring''
is additionally defined as tutoring that:
(a)
is provided outside of the school day;
(b) is provided by a qualified and trained
tutor which is defined for Community Grants as a person who has the training
necessary to implement the research-aligned tutoring model
effectively;
(c) uses a
research-aligned tutoring model that employs evidence-based strategies and is
administered in a culturally responsive manner and that is combined with the
training necessary for tutors to implement the model effectively;
(d) is provided to four or fewer
students;
(e) uses materials that
are aligned to the program; and
(f)
uses student assessment data and other evidence of student learning to inform
tutoring sessions and adjust to student needs.
(22) For Tribal Grants, established in ORS
327.843(2)(d),
"High-Dosage Tutoring" is additionally defined and determined by each of
Oregon's nine sovereign nations and the work plans developed by each
nation.
(23) For Early Literacy
Success Community Grants: "Indirect costs" means costs not readily identifiable
with the activities of the grant but incurred for the joint benefit of those
activities and other activities of the organization.
(24) "Literacy coaches" means a licensed
educator who:
(a) has advanced training or
certification in "research-aligned literacy strategies" and "the science of
reading and writing" as defined in ORS
327.825 that was either:
(A) included as a course(s) in an educator
preparation program;
(B) included
as a course(s) in a post-graduate degree program in teaching reading or
literacy;
(C) provided by ODE or
included on the ODE list of professional development providers; or
(D) provided by a school district or
ESD;
(b) has a
literacy-focused licensure endorsement;
(c) whose primary role and responsibilities
include direct support of students and/or educators; and
(d) are additionally defined in OAR
584-210-0170.
(25)
"Literacy specialists or interventionists" means a licensed educator who:
(a) has advanced training or certification in
"research-aligned literacy strategies" and "the science of reading and writing"
as defined in ORS 327.829 that was either:
(A) included as a course(s) in an educator
preparation program;
(B) included
as a course(s) in a post-graduate degree program in teaching reading or
literacy;
(C) provided by ODE or
included on the ODE list of professional development providers; or
(D) provided by a school district or
ESD;
(b) has a
literacy-focused licensure endorsement; and
(c) whose primary role and responsibilities
include direct support of students and/or educators.
(26) For Early Literacy Success School
District Grants, established in ORS
327.829, "Outcomes'' is defined
as literacy achievement as measured by the student growth assessment and other
sources of evidence related to literacy achievement.
(27) "Partnership" means a group of
organizations, Tribal governments, districts or individuals who agree to work
together with a common interest and shared vision. In a partnership, there is a
high level of trust and communication, and differences in power and privilege
are addressed. Roles and responsibilities on all sides are well-defined and
developed with shared authority in decision making. There might be shared space
and staff, with expectations and agreements in writing.
(28) "Professional Development" means
learning that is systemic, job-embedded, and aligned to current research,
training, and practices that support educator and student learning.
(29) "Provider of Early Learning Services"
means a public or non-profit entity that provides education and learning
opportunities for children in grades pre-Kindergarten to third grade through
the provision of services that:
(a) supports
families, caregivers, and community members to incorporate research-aligned
early learning practices outside of the school day; or
(b) a program that directly provides
research-aligned early learning services outside of the school day.
(30) "Public Library" means a
public agency that provides to all residents of a local government unit free
and equal access to library and information services that are suitable for
persons of all ages.
(31) "Regular
Core Instruction" means instruction in the general education setting as part of
every student's regular schedule that is aligned to grade-level standards and
inclusive of every student in the classroom.
(32) "Statewide Education Initiatives
Account" means the account as established in ORS
327.250.
(33) "Student Growth Assessment" means a
process of evidence collection and review, which includes tests (for example,
criterion referenced or developmental continuum) alongside other sources of
evidence for the purpose of monitoring students' growth towards proficient
reading and writing. Grant recipients shall avoid making determinations about
student growth from a single source of evidence/test score.
(34) "Student Groups that have Historically
Experienced Disparities" includes:
(a)
"Economically Disadvantaged Students," which means students who meet one or
more of the following qualifications:
(A) are
participating in Supplemental Nutrition Assistance Program funded by the United
States Department of Agriculture;
(B) are participating in the Temporary
Assistance for Needy Families program as defined in Title IV of the Social
Security Act;
(C) are foster
students; or
(D) are migrant
students.
(b) "Students
from Racial or Ethnic Groups that Have Historically Experienced Academic
Disparities," which includes, but is not limited to American Indian and Alaska
Native students, Black and African American students, Hispanic and Latino
students, Asian students, Native Hawaiian and Pacific Islander students, and
multiracial students and any other racial or ethnic group identified by the
eligible applicant as historically experienced academic disparities.
(c) "Students with Disabilities," which means
a child with a disability as defined in ORS
343.035(1) and
ORS 343.035(14)(b).
(d) "English Language Learners," which means
or "English learners," which means a student who has limited English language
proficiency because English is not the native language of the student or the
student comes from an environment where a language other than English has had a
significant impact on the student's level of English language
proficiency.
(e) "Foster Students"
as defined in ORS 30.297(5)(c).
(f) "Students who are Homeless" has the same
meaning as in section 725 of the McKinney-Vento Act,
42 USC §
11434a (2).
(g) Students who attend an elementary school
that:
(A) Is identified for comprehensive
support and improvement or for targeted support and improvement under the
federal Every Student Succeeds Act (P.L. 114-95, 129 Stat. 1802)
regardless of whether the school is receiving funding; or
(B) Qualifies for assistance under Title I of
the federal Elementary and Secondary Education Act of 1965; "whereas qualifying
for assistance under Title I" means at least 35% of the school's students are
experiencing poverty, or the school receives Title I-A funds as determined by
the district.
(h)
"LGBTQ2SIA+ Students," which means students who may have one or multiple gender
identities and/or sexual orientations including lesbian, gay, bisexual,
pansexual, transgender, nonbinary, queer, questioning, two-spirit, intersex,
and asexual. The plus sign ("+") recognizes and includes the myriad ways to
describe marginalized gender identities and sexual orientations.
(i) "Students Recently Arrived," which means
a student who was NOT born in any state or US Territory and who has not been
attending one or more schools in any one or more state for more than three full
academic years.
(j) "Migratory
Students," which means a student whose is a migratory worker or whose parent or
guardian is a migratory worker in the agricultural, dairy, lumber, or fishing
industries and who has moved due to economic necessity between school districts
in the last thirty six months, and is eligible to be a part of the Title 1-C
Migrant Education Program.
(k)
"Justice involved youth" means a student who is pre or post adjudication, been
or currently detained in a secure juvenile justice facility, and/or been or
currently placed in a community juvenile justice program.
Statutory/Other Authority: ORS
327.829
Statutes/Other Implemented: ORS
327.825 to
327.845
