This page encourages schools to develop family engagement frameworks, although from clicking around the links it looks like all of the resources are national, not state developed

This document summarizes family engagement efforts in Oregon

(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

(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.

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.

(4) The plan developed and implemented under this section must provide strategies to:

• (a) Address the disproportionate rate of disciplinary incidents for plan students compared to all students in the education system;
• (b) Increase parental engagement in the education of plan students;
• (c) Increase the engagement of plan students in educational activities before and after regular school hours;
• (d) Increase early childhood and kindergarten readiness for plan students;
• (e) Improve literacy and numeracy levels among plan students between kindergarten and grade three;
• (f) Support plan student transitions to middle school and through the middle and high school grades to maintain and improve academic performance;
• (g) Support culturally responsive pedagogy and practices from early childhood through post-secondary education;
• (h) Support the development of culturally responsive curricula from early childhood through post-secondary education;
• (i) Increase attendance of plan students in community colleges and professional certification programs; and
• (j) Increase attendance of plan students in four-year post-secondary institutions of education.

(1) As used in this section, “plan student” means a student enrolled in early childhood through post-secondary education who:

• (a) Is an American Indian or Alaskan Native; and
• (b) Has experienced disproportionate results in education due to historical practices, as identified by the State Board of Education by rule.

(2)

• (a) The Department of Education shall develop and implement a statewide education plan for plan students.
• (b) When developing the plan, the department shall consult with representatives from tribal governments and from executive branch agencies who have formed government-to-government relations to focus on education. Additionally, the department may receive input from an advisory group consisting of community members, education stakeholders and representatives of the Early Learning Division, the Youth Development Division and the Higher Education Coordinating Commission.
• (c) The department shall be responsible for:
• (A) Implementing the plan developed under this subsection;
• (B) Developing eligibility criteria, the applicant selection process and expectations for recipients of grant awards described in this section; and
• (C) Advising the State Board of Education on the adoption of rules under this section.

(3) The plan developed under this section must address:

• (a) The disparities experienced by plan students in every indicator of academic success, as documented by the department’s statewide report card and other relevant reports related to plan students;
• (b) The historical practices leading to disproportionate outcomes for plan students; and
• (c) The educational needs of plan students from early childhood through post-secondary education as determined by examining culturally appropriate best practices in this state and across the nation.

(4) The plan developed and implemented under this section must provide strategies to:

• (a) Address the disproportionate rate of disciplinary incidents involving plan students as compared to all students in the education system;
• (b) Increase parental engagement in the education of plan students;
• (c) Increase the engagement of plan students in educational activities before and after regular school hours;
• (d) Increase early childhood education and kindergarten readiness for plan students;
• (e) Improve literacy and numeracy levels among plan students between kindergarten and grade three;
• (f) Support plan student transitions to middle school and through the middle school and high school grades to maintain and improve academic performance;
• (g) Support culturally responsive pedagogy and practices from early childhood through post-secondary education;
• (h) Support the development of culturally responsive curricula from early childhood through post-secondary education;
• (i) Increase attendance of plan students in early childhood programs through postsecondary and professional certification programs; and
• (j) Increase attendance of plan students in four-year post-secondary institutions of education.

(5) The department shall submit a biennial report concerning the progress of the plan developed and implemented under this section to a committee of the Legislative Assembly related to education at each even-numbered year regular session of the Legislative Assembly.

(6) The department, in consultation with the advisory group, shall award grants to early learning hubs, providers of early learning services, school districts, education service districts, post-secondary institutions of education, tribal governments and community-based organizations to implement the strategies provided in the plan developed and implemented under this section.

(7) To qualify for and receive grants described in this section, an applicant must identify and demonstrate that the applicant meets the eligibility criteria adopted by the State Board of Education by rule.

(1) As used in this section, “plan student” means a student enrolled in early childhood through post-secondary education who:

• (a) Is Latino or Hispanic, including individuals of Mexican, Cuban, Puerto Rican, South American, Central American or Spanish descent; and
• (b) Has experienced disproportionate results in education due to historical practices, as identified by the State Board of Education by rule. (2)
• (a) The Department of Education shall develop and implement a statewide education plan for plan students.
• (b) The department shall form an advisory group consisting of individuals representing:
• (A) Urban and rural communities;
• (B) Indigenous and immigrant populations;
• (C) English language learners;
• (D) Individuals with disabilities;
• (E) Parents and students;
• (F) Youth who are lesbian, gay, bisexual, transgender, queer or another minority gender or sexual orientation;
• (G) Community-based organizations serving Latino or Hispanic youth and families; and
• (H) Education stakeholders, including representatives of the Early Learning Division, the Youth Development Division and the Higher Education Coordinating Commission.
• (c) The advisory group formed as provided in paragraph (b) of this subsection shall advise the department regarding:
• (A) Development and implementation of the plan;
• (B) Eligibility criteria, applicant selection processes and expectations for recipients of grant awards described in this section; and
• (C) Adoption of rules by the State Board of Education for the implementation of the plan.

(3) The plan developed under this section must address:

• (a) The disparities experienced by plan students in every indicator of academic success, as documented by the department’s statewide report card and other relevant reports related to plan students;
• (b) The historical practices leading to disproportionate outcomes for plan students; and
• (c) The educational needs of plan students from early childhood through post-secondary education as determined by examining culturally appropriate best practices in this state and across the nation.

(4) The plan developed and implemented under this section must provide strategies to:

• (a) Address the disproportionate rate of disciplinary incidents involving plan students compared to all students in the education system;
• (b) Increase parental engagement in the education of plan students;
• (c) Increase the engagement of plan students in educational activities before and after regular school hours;
• (d) Increase early childhood education and kindergarten readiness for plan students;
• (e) Improve literacy and numeracy levels among plan students between kindergarten and grade three;
• (f) Support plan student transitions to middle school and through the middle school and high school grades to maintain and improve academic performance;
• (g) Support culturally responsive pedagogy and practices from early childhood through post-secondary education;
• (h) Support the development of culturally responsive curricula from early childhood through post-secondary education;
• (i) Increase attendance of plan students in community colleges and professional certification programs; and
• (j) Increase attendance of plan students in four-year post-secondary institutions of education.

(5) The department shall submit a biennial report concerning the progress of the plan developed and implemented under this section to a committee of the Legislative Assembly related to education at each even-numbered year regular session of the Legislative Assembly.

(6) The department, in consultation with the advisory group, shall award grants to early learning hubs, providers of early learning services, school districts, post-secondary institutions of education and community-based organizations to implement the strategies provided in the plan developed and implemented under this section.

(7) To qualify for and receive a grant described in this section, an applicant must identify and demonstrate that the applicant meets the eligibility criteria established by the State Board of Education by rule.