OAR 581-022-0102
Definitions


The following definitions apply to Oregon Administrative Rules 581-022-0102 (Definitions) through 581-022-1940, unless otherwise indicated by context:

(1)

“Assessment”: Systematic gathering of data with the purpose of appraising and evaluating children’s social, physical, emotional, and intellectual development. Activities may include testing to obtain and organize information on student performance in specific subject areas.

(2)

Career and Technical Education: A sequence of organized educational activities that:

(a)

Provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers;

(b)

Provides technical skill proficiency and may provide an industry-recognized credential, a certificate or an advanced degree; and

(c)

Includes applied learning that contributes to an individual’s academic and technical knowledge, higher-order reasoning and problem-solving skills, work attitudes and general employability skills.

(3)

“Career Development”: The exploration of personal interests and abilities with regard to career selection, and the development of tentative career goals.

(4)

“Career Education”: A process for improving educational programs to enhance student understanding of and preparation for work and continuing career development.

(5)

“Career-Related Learning Experiences”: Structured student activities in the community, the workplace, or in school that connect academic content and career-related learning to real life applications. These experiences extend, reinforce and support classroom learning. They include, but are not limited to:

(a)

Workplace mentoring;

(b)

Workplace simulations;

(c)

School-based enterprises;

(d)

Structured work experiences;

(e)

Cooperative work and study programs;

(f)

On-the-job training;

(g)

Apprenticeship programs;

(h)

Service learning; and

(i)

Field-based investigations.

(6)

“Charter school”: A public charter school as defined in ORS 338.005 (Definitions for chapter).

(7)

“Child development specialist program”: An optional elementary component of a district’s comprehensive school counseling program for grades K-8 (or any configuration thereof).

(8)

“Collection of Evidence”: The work of a student collected and evaluated together to measure the student’s ability to apply what the student knows and can do in relation to a set of standards or criteria.

(9)

“Common Curriculum Goals”: The knowledge and skills expected of all students as a result of their educational experience; defined by the state as:

(a)

The Essential Learning Skills which means essential skills as defined by this rule; and

(b)

The Common Knowledge and Skills in instructional programs as adopted by the State Board of Education.

(10)

“Common Knowledge and Skills in Instructional Programs”: Facts, concepts, principles, rules, procedures and methods of inquiry associated with specific subject matter areas as adopted by the State Board of Education.

(11)

“Common School District”: A school district other than a union high school district formed primarily to provide education in all or part of grades K through 12 to pupils residing within the district (ORS 330.005 (Division of state into school districts)(2)(b)). See section (20) of this rule.

(12)

“Community Partnerships”: Collaborations to network resources to assist students to meet state and local standards and prepare students for post high school transitions. These partnerships include parents, students, business, education, government and community-based organizations.

(13)

“Compliance Indicator”: Statement of the action taken by a local district which can be accepted as evidence that the district is in compliance with the intent of a particular state standard.

(14)

“Comprehensive school counseling program": A program that is integral to a district’s total PreK through 12 educational program that is planned, proactive and preventative in design to address each student’s academic, career, social/emotional development and community involvement.

(15)

“Conditionally Standard School”: A school that fails to meet the standards but has submitted a plan of correction, approved by the district school board, to the State Superintendent.

(16)

“Course Goals”: Statements describing the knowledge and skills students are expected to acquire as a result of having completed a course, elementary unit, or grade level.

(17)

“Diploma”: The document issued by school districts and charter schools in accordance with OAR 581-022-1130 or 581-022-1134.

(18)

“District”: A common or union high school district (ORS 332.002 (Definitions for chapter)(2)).

(19)

“District Goals”: Statements related to State Board of Education goals (OAR 581-022-1030) which describe the local district and community’s expectations for student learning.

(20)

“District School Board”: The board of directors of a common school district or a union high school district (ORS 332.002 (Definitions for chapter)(1)).

(21)

“Education Plan”: A formalized plan and process in which a student identifies their academic, personal and career interests which helps the student to connect school activities with their post-high school goals.

(22)

“Education Profile”: Documentation of a student’s academic achievement and progress toward their graduation requirements, post-high school goals and other personal accomplishments identified in their education plan.

(23)

“Education Record”: has the same meaning as in OAR 581-021-0220 (Definitions).

(24)

“Elementary School”: Any combination of grades K through 8.

(25)

“Essential Skills”: Process skills that cross academic disciplines and are embedded in the content standards. The skills are not content specific and can be applied in a variety of courses, subjects, and settings. The essential skills include: Read and comprehend a variety of text; Write clearly and accurately; Listen actively and speak clearly and coherently; Apply mathematics in a variety of settings; Think critically and analytically; Use technology to learn, live, and work; Demonstrate civic and community engagement; Demonstrate global literacy; and Demonstrate personal management and teamwork skills.

(26)

“Extended Application Standard”: The application and extension of knowledge and skills in new and complex situations related to the student’s personal and career interests and post-high school goals.

(27)

“Global Studies”: An area of study for learning about the people and cultures of the world through history, geography and other social studies disciplines.

(28)

“High School”: Any combination of grades 10 through 12 in districts providing a junior high school containing grade 9; any combination of grades 9 through 12 organized as a separate unit; grades 9 through 12 housed with grades K through 12; grades 7 or 8 through 12, if approved by the Oregon Department of Education.

(29)

“Identification Team” referred to as the “Team”: A team of at least two district staff who carry out district identification procedures and determine the identification of students under OAR 581-022-1310.

(30)

Intentionally left blank —Ed.

(a)

“Instructional time” means time during which students are engaged in regularly scheduled instruction, learning activities, or learning assessments that are designed to meet Common Curriculum Goals and academic content standards required by OAR 581-022-2030 (District Curriculum), and are working under the direction and supervision of a licensed or registered teacher, licensed CTE instructor, licensed practitioner, or Educational Assistant who is assigned instructionally related activities and is working under the supervision of a licensed or registered teacher as required by OAR 581-037-0015 (Assignment and Direction and Supervision of Educational Assistants).

(b)

Instructional time shall include:

(A)

Time that a student spends traveling between the student’s school and a CTE center, internship, work experience site, or post-secondary education facility;

(B)

Time that a student spends in statewide performance assessments; and

(C)

Up to fifteen minutes each day of the time that a student spends consuming breakfast in the classroom if instruction is being provided while the student is consuming breakfast.

(c)

Instructional time shall not include time that a student spends passing between classes, at recess, in non-academic assemblies, on non-academic fieldtrips, participating in optional school programs, or in study periods or advisory periods where attendance is not required and no instructional assistance is provided.

(31)

“Junior High School”: A secondary school composed of one or more of grades 7, 8, and 9 organized separately from other grades and approved by the Oregon Department of Education.

(32)

“Kindergarten”: A planned program that provides activities designed to foster the physical, social, emotional, and cognitive development of young children (ORS 336.092 (Definitions for ORS 336.092 and 336.095) and 336.095 (Full-day and half-day kindergarten)).

(33)

“Middle School”: An organizational unit composed of any combination of grades 5, 6, 7, and 8 organized separately from other elementary grades and identified as a middle school with the Oregon Department of Education.

(34)

“Next steps”: The education and/or career choices students make after leaving high school, which may include the workforce, community colleges, four-year colleges and universities, private career schools, apprenticeships, and the military.

(35)

“Nonstandard School”: A school which fails to meet the standards, and which within ninety days of the State Superintendent’s notification of deficiencies, fails to submit a plan of correction or adhere to a plan of correction approved by the State Superintendent (ORS 327.103 (Standard school presumed)).

(36)

“Parent”: Has the same definition as in Oregon Revised Statute 343.035 (Definitions for chapter).

(37)

“Planned Course Statement”: Course title, course overview, course goals (including essential learning skills, career-related goals and common curriculum goals as set forth in OARs 581-022-2030 (District Curriculum)) and, where appropriate, graduation competence assigned to the course for verification.

(38)

“Potential”: As used in OAR 581-022-1310, the demonstrated capacity to perform at or above the 97th percentile as determined by the team.

(39)

“Program”: A planned series of interrelated activities or services contributing to the attainment of a goal or set of goals.

(40)

“Program Evaluation”: A process for making judgments about the philosophy, goals, methods, materials and outcomes of a program to guide program improvement.

(41)

“Program Goals” (instructional): Statements describing what students are expected to learn in each district instructional program in any combination of grades K through 12.

(42)

“Program Goals” (support): Statements describing program outcomes which support the entire learning system, or one or more of its components, usually stated in terms of services to be performed.

(43)

“Program Needs Identification”: Procedures, which specify and rank the differences between actual and desired outcomes leading to the consideration of program revision.

(44)

“School District”: A common or union high school district (ORS 332.002 (Definitions for chapter)). For the purposes of OARs 581-022-0403, 581-022-1310, 581-022-1320 and 581-022 1330, school district has the same meaning as in Oregon Revised Statute 343.395 (Definitions for ORS 343.391 to 343.413).

(45)

“Standard School”: A school, which is in compliance with all of the standards.

(46)

“State Standards”: State Board division 22 Administrative Rules for public elementary and secondary schools.

(47)

“Student Activity Funds”: All money raised or collected by and/or for school-approved student groups, excluding money budgeted in the general fund.

(48)

“Talented and Gifted Students”: Those children defined in Oregon Revised Statute 343.395 (Definitions for ORS 343.391 to 343.413).

(49)

“Union High School District”: A school district, other than a common school district, formed in accordance with ORS 335.210 (General school laws applicable) to 335.485 (330.005 (Division of state into school districts)).
[Publications: Publications referenced are available from the agency.]
581–022–0102
Definitions
581–022–0103
State Standards for the 2019-20 School Year
581–022–0104
State Standards for the 2020-21 School Year
581–022–2000
Diploma Requirements
581–022–2005
Veterans Diploma
581–022–2010
Modified Diploma
581–022–2015
Extended Diploma
581–022–2020
Alternative Certificate
581–022–2025
Credit Options
581–022–2030
District Curriculum
581–022–2045
Prevention Education in Drugs and Alcohol
581–022–2050
Human Sexuality Education
581–022–2055
Career Education
581–022–2060
Comprehensive School Counseling
581–022–2100
Administration of State Assessments
581–022–2110
Exception of Students with Disabilities from State Assessments
581–022–2115
Assessment of Essential Skills
581–022–2120
Essential Skill Assessments for English Language Learners
581–022–2130
Kindergarten Assessment
581–022–2205
Policies on Reporting of Child Abuse
581–022–2210
Anabolic Steroids and Performance Enhancing Substances
581–022–2215
Safety of School Sports – Concussions
581–022–2220
Health Services
581–022–2223
Healthy and Safe Schools Plan
581–022–2225
Emergency Plans and Safety Programs
581–022–2230
Asbestos Management Plans
581–022–2250
District Improvement Plan
581–022–2255
School and District Performance Report Criteria
581–022–2260
Records and Reports
581–022–2263
Physical Education Requirements
581–022–2265
Report on PE Data
581–022–2267
Annual Report on use of Restraint and Seclusion
581–022–2270
Individual Student Assessment, Recordkeeping and Reporting
581–022–2300
Standardization
581–022–2305
District Assurances of Compliance with Public School Standards
581–022–2310
Equal Education Opportunities
581–022–2312
Every Student Belongs
581–022–2315
Special Education for Children with Disabilities
581–022–2320
Required Instructional Time
581–022–2325
Identification of Academically Talented and Intellectually Gifted Students
581–022–2330
Rights of Parents of TAG Students
581–022–2335
Daily Class Size
581–022–2340
Media Programs
581–022–2345
Auxiliary Services
581–022–2350
Independent Adoptions of Instructional Materials
581–022–2355
Instructional Materials Adoption
581–022–2360
Postponement of Purchase of State-Adopted Instructional Materials
581–022–2370
Complaint Procedures
581–022–2400
Personnel
581–022–2405
Personnel Policies
581–022–2410
Teacher and Administrator Evaluation and Support
581–022–2415
Core Teaching Standards
581–022–2420
Educational Leadership — Administrator Standards
581–022–2430
Fingerprinting of Subject Individuals in Positions Not Requiring Licensure as Teachers, Administrators, Personnel Specialists, School Nurses
581–022–2440
Teacher Training Related to Dyslexia
581–022–2445
Universal Screenings for Risk Factors of Dyslexia
581–022–2500
Programs and Services for Talented and Gifted Students
581–022–2505
Alternative Education Programs
581–022–2510
Suicide Prevention Plan
Last Updated

Jun. 8, 2021

Rule 581-022-0102’s source at or​.us