(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.

(1) As used in this section:

• (a) “Cyberbullying” has the meaning given that term in ORS 339.351.
• (b) “Harassment, intimidation or bullying” has the meaning given that term in ORS 339.351.
• (c) “Suicidal behavior” includes:
• (A) Self-directed, injurious behavior with an intent to die as a result of the behavior;
• (B) Nonfatal, self-directed, potentially injurious behavior with an intent to die as a result of the behavior that may not result in injury; or
• (C) Thinking about, considering or planning suicide. *(d) “Violence” means aggressive behavior with the intention to cause, or an outcome that poses a risk of causing, serious or lethal injury.

(2) The Department of Education shall establish and maintain the Statewide School Safety and Prevention System.

(3) The system required under this section shall consist of the following:

• (a) Assistance to school districts and education service districts in decreasing acts of harassment, intimidation or bullying and acts of cyberbullying through the implementation of effective prevention programs that:
• (A) Incorporate evidenced-based, multitiered practices; and
• (B) Support resiliency building and trauma-informed care practices.
• (b) Assistance to school districts and education service districts in decreasing youth suicidal behavior through the implementation of effective prevention programs and student wellness programs that focus on early identification and intervention by school safety and prevention specialists, as described in subsection (4) of this section, who:
• (A) Provide training, outreach and technical assistance related to youth suicidal behavior prevention and wellness;
• (B) Support coordination between schools and health agencies, including public and private behavioral health providers; and
• (C) Support school districts and education service districts in the establishment of suicidal behavior prevention programs.
• (c) Assistance to school districts and education service districts in implementing a multidisciplinary student safety assessment system to identify, assess and support students who present a potential risk for violence to others. Multidisciplinary school safety assessment teams shall be made available to assist each school district and education service district in assessing students who are engaged in violence or who are posing a threat of violence to others. The teams shall:
• (A) Assess potential danger and identify circumstances and risk factors that may increase risk for potential violence;
• (B) Develop management and intervention plans in collaboration with community partners; and
• (C) Connect students and families to community resources and supports.
• (d) Promotion and use of the statewide school safety tip line established by ORS 339.329. School safety and prevention specialists, as described in subsection (4) of this section, shall work collaboratively with the Oregon State Police to support school districts and education service districts in accessing and implementing the school safety tip line.

(4) The system required under this section shall be supported by school safety and prevention specialists who:

• (a) Serve regions of this state;
• (b) Are cross-trained in safety assessments and in the prevention of youth suicide, of acts of bullying, intimidation or harassment and of acts of cyberbullying; and
• (c) Provide or facilitate training, the development of programs and plans, the coordination of local teams and the provision of ongoing consultation to regional partners, school districts and education service districts.

(5) The State Board of Education, in consultation with the Oregon Health Authority and other representatives of school districts, education service districts, school employees, human services, mental health professionals and law enforcement agencies, shall adopt rules related to the system required under this section.

(1) This section shall be known and may be cited as Adi’s Act. (2) In accordance with rules adopted by the State Board of Education in consultation with the Oregon Health Authority, each school district shall adopt a policy requiring a comprehensive district plan on student suicide prevention for students in kindergarten through grade 12. (3) A plan required under this section must include:

• (a) Procedures relating to suicide prevention, intervention and activities that reduce risk and promote healing after a suicide;
• (b) Identification of the school officials responsible for responding to reports of suicidal risk;
• (c) A procedure by which a person may request a school district to review the actions of a school in responding to suicidal risk;
• (d) Methods to address the needs of high-risk groups, including:
• (A) Youth bereaved by suicide;
• (B) Youth with disabilities, mental illness or substance use disorders;
• (C) Youth experiencing homelessness or out-of-home settings, such as foster care; and
• (D) Lesbian, gay, bisexual, transgender, queer and other minority gender identities and sexual orientations;
• (e) A description of, and materials for, any training to be provided to school employees as part of the plan, which must include:
• (A) When and how to refer youth and their families to appropriate mental health services; and
• (B) Programs that can be completed through self-review of suitable suicide prevention materials; and
• (f) Any other requirement prescribed by the State Board of Education by rule, based on consultations with state and national suicide prevention organizations, suicide experts and school-based mental health providers, and based on reviews of national models.

(4) A school district may consult with state or national suicide prevention organizations, the Department of Education, school-based mental health professionals, parents, guardians, school employees, students, administrators and school board associations when developing the plan required under this section.

(5) The plan required under this section:

• (a) Must be written to ensure that a school employee acts only within the authorization and scope of the employee’s credentials or licenses. Nothing in this section shall be construed as authorizing or encouraging a school employee to diagnose or treat mental illness unless the employee is specifically licensed and employed to do so.
• (b) Must be:
• (A) Made available annually to the community of the school district, including students of the school district, parents and guardians of students of the school district, and employees and volunteers of the school district.
• (B) Readily available at the school district office and on the school district website, if applicable.

(6) A school district that does not comply with the requirements of this section is considered to be nonstandard under ORS 327.103.

(1) The Network of Quality Teaching and Learning is established. The network consists of the Chief Education Office and public and private entities that receive funding as provided by this section to accomplish the purposes of the network described in subsection (2) of this section.

(2) The purposes of the network are the following:

• (a) To enhance a culture of leadership and collaborative responsibility for advancing the profession of teaching among providers of early learning services, teachers and administrators in kindergarten through grade 12, education service districts and educator preparation providers.
• (b) To strengthen and enhance existing evidence-based practices that improve student achievement, including practices advanced by or described in ORS 329.788 to 329.820, 329.824, 329.838, 342.433 to 342.449 and 342.805 to 342.937.
• (c) To improve recruitment, preparation, induction, career advancement opportunities and support of educators.

(3) To accomplish the purposes of the network described in subsection (2) of this section, the Department of Education, subject to the direction and control of the Chief Education Officer, shall distribute funding as follows:

• (a) To schools, school districts, education service districts, nonprofit organizations, post-secondary institutions and consortiums that are any combination of those entities for the purpose of supporting the implementation and delivery of common core state Standard and other state Standard that indicate whether a student is prepared for college.
• (b) To school districts, education service districts and nonprofit organizations for the purpose of providing teacher and administrator evaluations and aligned professional development in a manner that complies with the core teaching Standard adopted as provided by ORS 342.856 and with related Standard prescribed by federal law.
• (c) To school districts and nonprofit organizations for the purpose of providing teachers with opportunities for professional collaboration and professional development and for the pursuit of career pathways in a manner that is consistent with the School District Collaboration Grant Program described in ORS 329.838.
• (d) To school districts, education service districts and nonprofit organizations for the purpose of providing beginning teachers and administrators with mentors in a manner that is consistent with the beginning teacher and administrator mentorship program described in ORS 329.788 to 329.820.
• (e) To school districts, education service districts, nonprofit organizations, post-secondary institutions and the tribes of this state for the purpose of closing achievement gaps by providing and improving the effectiveness of instruction and professional development, implementing data-driven decision making, supporting practice communities and implementing culturally responsive practices.
• (f) To school districts, nonprofit organizations and post-secondary institutions for the purposes of:
• (A) Strengthening educator programs for educators at all levels to:
• (i) Improve educator preparation, recruitment and leadership.
• (ii) Advance the purposes of the Educators Equity Act, to improve the cultural competence of educators and to ensure educators are trained in culturally relevant educational practices.
• (B) Supporting the development and sustainability of partnerships between providers of early learning services, public schools with any grades from kindergarten through grade 12 and post-secondary institutions.
• (g) To school districts to ensure that a sufficient number of kindergarten through grade five teachers have received training to understand and recognize dyslexia and to implement appropriate instruction.
• (h) To school districts for the design and implementation of programs to provide professional development to educators on strategies that decrease rates of school absenteeism among students by using trauma-informed approaches in schools.
• (i) To educator networks established under ORS 342.943 for the purpose of supporting educator networks.

(4) The Chief Education Office shall provide strategic direction to the network by:

• (a) Conducting and coordinating research to determine best practices and evidence-based models.
• (b) Convening the Educator Advancement Council created by ORS 342.940 to guide network activities and expand the implementation of effective practices.
• (c) Working with educator programs to ensure ongoing collaboration with education providers.
• (d) Supporting programs that help to achieve the purposes of the Educators Equity Act.
• (e) Creating and supporting a statewide plan for increasing the successful recruitment of high-ability and culturally diverse candidates to work in high-need communities and fields.

(5) The Department of Education shall support the network by:

• (a) Developing a system that ensures statewide dissemination of best practices and evidence-based models.
• (b) Supporting the development and implementation of Standard-based curriculum, high-leverage practices and assessments that promote student learning and improve student progress indicators for students who are enrolled in an English language learner program under ORS 336.079 and for students with disabilities.
• (c) Administering the distribution of funding as described in subsection (3) of this section.

(6) The Chief Education Office shall develop processes to establish the network and ensure the accountability of the network. The processes must ensure that the network:

• (a) Gives preference to entities that have demonstrated success in improving student progress indicators.
• (b) Delivers services for the benefit of all regions of this state.
• (c) Is accountable for improving student progress indicators identified by the Chief Education Office or set forth in ORS 350.014.
• (d) Includes and connects education providers and leaders from prekindergarten through post-secondary education.

(7) No more than two percent of all moneys received for the purposes of this section may be expended by the Chief Education Office or the Department of Education for administrative costs incurred under this section. For the purpose of this subsection, the following are not considered administrative costs:

• (a) Technical assistance and direct program services provided to school districts and nonprofit organizations; and
• (b) Any administrative costs incurred under ORS 329.838 related to the administration of the School District Collaboration Grant Program.

(8) The State Board of Education may adopt any rules necessary for the Department of Education to support the network and perform any duties assigned to the department under this section or assigned to the department by the Chief Education Office. Any rules adopted by the State Board of Education must be consistent with this section and with actions taken by the Chief Education Office to implement this section.