State law requires districts to adopt community involvement plans or policies.
Oregon Administrative Rules 581-022-2250 District Improvement Plan
(1) For the purposes of OAR 581-022-2250 the following definitions apply: …
- (c) "Family and community engagement" means a system of shared responsibility in which schools and other community agencies and organizations are committed to engaging families in meaningful and culturally respectful ways while families are committed to actively supporting their childrens learning and development. ... (7) The local district continuous improvement plan shall include: ...
- (e) A plan for family and community engagement
Oregon Revised Statutes 329.095 School district and school self-evaluations; local district continuous improvement plans; department’s technical assistance.
(1) (a) The Department of Education shall require school districts and schools to conduct self-evaluations and to periodically update their local district continuous improvement plans. Except as provided by paragraph (b)(C) of this subsection, the department may not require school districts or schools to conduct self-evaluations or to update their local district continuous improvement plans more frequently than biennially.
(b) The department may require a school district to:
- (A) File, periodically, or at the department’s request, its local district continuous improvement plan with the department;
- (B) Notify the department of any substantial changes, as defined by rule of the State Board of Education, to the school district; or
- (C) Update its local district continuous improvement plan when there has been a substantial change, as defined by rule of the board, to the school district.
(c) The self-evaluation process conducted as provided by this subsection shall involve the public in the setting of local goals. The school districts shall ensure that representatives from the demographic groups of their school population are invited to participate in the development of local district continuous improvement plans to achieve the goals.
- (2) As part of setting local goals, school districts shall undertake a communications process that involves parents, students, teachers, school employees and community representatives to explain and discuss the local goals and their relationship to programs under this chapter.
- (3) At the request of the school district, department staff shall provide ongoing technical assistance in the development and implementation of the local district continuous improvement plan.
- (4) The local district continuous improvement plan shall include:
- (a) Goals to implement the following:
- (A) A rigorous curriculum aligned with state Standard;
- (B) High-quality instructional programs;
- (C) Short-term and long-term professional development plans;
- (D) Programs and policies that achieve a safe educational environment;
- (E) A plan for family and community engagement;
- (F) Staff leadership development;
- (G) High-quality data systems;
- (H) Improvement planning that is data-driven;
- (I) Education service plans for students who have or have not exceeded all of the academic content Standard; and
- (J) A strong school library program;
- (b) A review of demographics, student performance, staff characteristics and student access to, and use of, educational opportunities;
- (c) A description of district efforts to achieve local efficiencies and efforts to make better use of resources; and
- (d) A needs assessment, which shall:
- (A) Be conducted in a manner that is inclusive of school employees, students from student groups identified in section 9 (2)(b) of this 2019 Act and parents of those students.
- (B) Address the following priorities:
- (i) Reducing academic disparities for students from student groups identified in section 9 (2)(b) of this 2019 Act;
- (ii) Meeting students’ mental or behavioral health needs;
- (iii) Providing equitable access to academic courses across the school district or public charter school, with specific emphasis on access by students from student groups identified in section 9 (2)(b) of this 2019 Act;
- (iv) Allowing teachers and staff to have sufficient time to:
- (I) Collaborate with other teachers and staff;
- (II) Review data on students’ grades, absences and discipline, based on school and on grade level or course; and
- (III) Develop strategies to ensure that at-risk students stay on track to graduate; and
- (v) Possible partnerships with other organizations, federally recognized Indian tribes, school districts, education service districts, regional achievement collaboratives, postsecondary institutions of education, education partners or nonprofit programs and community-based programs that have demonstrated achievement of positive outcomes in work with students from student groups identified in section 9 (2)(b) of this 2019 Act.
Oregon Revised Statutes 329.125 Policy on Parental and Community Participation
The Legislative Assembly recognizes that students in public elementary and secondary schools can best reach the levels of performance expected under the provisions of this chapter with parental and community participation in the education process. It is, therefore, recommended but not required that: (1) School districts provide opportunities for parents or guardians to be involved in establishing and implementing educational goals and to participate in decision-making at the school site; (2) Employers recognize the need for parents or guardians and members of the community to participate in the education process not only for their own children but for the educational system; (3) Employers be encouraged to extend appropriate leave to parents or guardians to allow greater participation in that process during school hours; (4) School districts enter into partnerships with business, labor and other groups to provide workplace-based professional development opportunities for their educational staff; and (5) School districts enter into partnerships with recreation groups, faith-based organizations, social service and health care agencies, businesses, child care providers and other groups that support children and families to create community learning centers for students, parents and members of the surrounding community.