Oregon - Equitable Discipline Practices: Program Requirements
Oregon Administrative Rules 581-017-0559 Criteria
(1) The Oregon Department of Education shall establish a request for proposal solicitation and approval process to be conducted for the African American/Black Student Success Plan for Grant funds. All proposals must comply with the requirements of the Department's Procurement process. Grants shall be awarded based on the following criteria:
- (a) Ability of the applicant to identify how funds will be used to address school attendance and chronic absenteeism, Pre-K to 3rd grade, middle and high school, utilizing programs that create educational supports and developmental assets leading to continual and increased attendance for African American and Black students. In Pre-K programs, this is specific to increased attendance in early learning programs which foster success upon entering the K-12 education system. A critical examination of the negative impact of disproportionate rates of African American/Black students named in discipline behaviors leading to suspensions and expulsions is also a key component in this area;
- (b) Ability of the applicant to demonstrate knowledge, experience, and expertise in addressing parent and community engagement to improve academic achievement and graduation rates for African American and Black students; and
- (c) Ability of the applicant to increase student participation in summer school, improved academic preparation, transitions from early childhood to kindergarten, middle school to high school, high school to college and/or increase graduation rates and decreased dropout rates.
(3) The Department shall give priority to proposals that meet the minimum criteria and:
- (a) Provide a sustainability plan to continue the program for at least two years after the grant funding has ended.
- (b) The extent to which the applicant clearly documents its capacity to implement and carry out programming and services for addressing the needs of African American and Black student populations, including demonstrated intentions to work in a collaborative way with school districts or post-secondary institutions.
(4) The Department of Education shall allocate funds for the grant program based on the evaluation of the grant application and the following considerations:
- (a) Geographic location of applicant to ensure geographic diversity within the recipients of grant program funds throughout the state;
- (b) Applicants/organizations who have documented evidence of having programs or services which serve a primarily African American/Black student population;
- (c) Applicants/organizations who have a high level of students who are economically disadvantaged; and
- (d) Give preference to organizations that have demonstrated success in improving student outcomes for African American/Black students.
Oregon Laws Chapter 1 High School Graduation and College and Career Readiness Act Section 15
(1) For the biennium beginning July 1, 2017, a school district may not use more than five percent of an apportionment under section 3 of this 2016 Act for administrative costs.
(2) For biennia beginning on or after July 1, 2019, a school district may not use more than four percent of an apportionment for administrative costs.
(3) A school district may not use an apportionment to administer activities not directly related to the programs, opportunities and strategies described in sections 5, 6 and 7 of this 2016 Act.
(4) From the portion of the apportionment used for administrative costs, a school district must conduct an annual analysis of:
- (a) Student attendance in grades 9 through 12; and
- (b) Disciplinary referrals, suspensions and expulsions in grades 9 through 12 disaggregated by race and ethnicity.
Oregon State Legislature