Key Dates
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Titles I-A, II-A, IV-A and V-B Office Hours - 1st & 3rd Tuesdays, 10:00-11:00 am Zoom link
- May 21 – School Planning
- June 4 - Open Office Hours
- Continuous Improvement Plan (CIP) Budget Narrative assurances due June 30, 2024
In this Message
- ESSA Quick Reference Brief Spotlight: Schoolwide Planning
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ACTION NEEDED: 2024-25 CIP Budget Narrative Assurances Due June 30, 2024
- Preliminary Allocations Posted
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TSPC Update: Restricted Teaching License Changes
- Be in the Know! Check out the Division 22 Newsletter
- AI Resources on Oregon Open Learning
- Meet Tiffany Palaniuk
- Reading Corner
ESSA Quick Reference Brief Spotlight: Community Eligibility Provision (CEP) and Title I-A
REMINDER: 2024-25 CIP Budget Narrative Assurances Due June 30, 2024
The first step in completing the 2024-25 CIP Budget Narrative application for school year 2024-25 ESEA federal formula Title program grant funds is to submit the signed ESEA Statement of Assurances and ESEA School Prayer Certificate of Compliance.
CIP Budget Narrative applications must be substantially approved before June 30, 2024 in order for ESEA federal formula Title program grant funds for School Year 2024-25 to be obligated. In order to be considered substantially approved, the following assurance forms must be signed by a Local Educational Agency’s Superintendent or Designee and submitted via the CIP Budget Narrative Assurances Smartsheet Form before June 30, 2024:
Please reach out to Kyle Walker, the Federal Programs Analyst, with questions that you may have regarding the ESEA Assurances Process.
Preliminary Allocations Posted
The Federal Systems Team is happy to report that ODE has posted preliminary allocations for the 2024-25 school year for the following Title grants:
- Title I-A
- Title I-D, Subpart 2
- Title II-A
- Title III-A (Regular Year)
- Title IV-A
Please note that these allocations are not final and should be used cautiously to guide planning for the upcoming school year. Preliminary allocations are based on the U.S. Department of Education’s budget and are allocated to states and districts based, in part, on census information and information submitted through the Consolidated District Performance Report (CDPR). As a result, small corrections to this nationwide data may result in changes to your district’s allocation for SY 2024-25.
FST staff expect to post final allocation information in July. Please reach out to the appropriate ODE program specialist with questions regarding budget planning.
TSPC Update: Restricted Teaching License Changes
Effective April 15, 2024, a temporary rule was filed to make changes to the Restricted Teaching License. These changes are somewhat directed at those teachers who entered the teaching field during COVID who may have struggled to complete their programs by the end of the allowable terms on the Restricted license. The Commission is offering some flexibility to give them time to finish and to expand the ways they may complete requirements for a Preliminary Teaching License. These changes only apply to the Restricted Teaching License. They do not apply to any other license type such as Restricted CTE. The changes are as follows, for applications received on or after April 15, 2024:
Term of License: Beginning with the 24-25 school year, districts may request one-year or two-year terms on the Restricted License. The maximum number of years allowed on the license will change to four years. The expiration date of the Restricted Teaching License is changed to August 31.
Workforce Shortage Emergency Exemption: With the return to somewhat normal circumstances post-COVID, districts reported that some teachers used all three years on the Restricted Teaching License then learned that the program still required a student teaching experience. The rule has been revised to allow an extra year on the Restricted Teaching License so the teacher can complete some kind of student teaching experience. Key points to this Workforce Shortage Emergency Exemption:
- Applicants must have been teaching in an Oregon public school for two or more years (135 days each year) during school years 20-21, 21-22, 22-23, or 23-24;
- The teacher must have held a Restricted Teaching License during those years;
- The program will submit a Near-Completion Program Completion Report (available soon) to verify that all requirements are met with the exception of student teaching.
The application for the Restricted Teaching License under this exemption must be submitted on or before August 31, 2024.
Moving to the Preliminary or Reciprocal Teaching License at the end of the 24-25 school year: Those who are issued a Workforce Emergency reissue of their Restricted Teaching License must meet all requirements for either the Preliminary or Reciprocal license by August 31, 2025. The student teaching requirement may be met by completing one of three options:
- Work with the existing program on options for completing the student teaching in this final year;
- District-supported evaluation: The applicant provides their most current evaluation of the teaching from the school district where the teaching took place. The overall rating from that evaluation must indicate that the applicant is performing at a level that indicates competency and effectiveness as an educator. A designated administrator or mentor must provide additional training, guidance and supervision of the educator to support the educator's service in the assigned schools during at least one of the terms of the license; or
- Oregon Educator Preparation Provider (EPP) Evaluation: The applicant may work with an Oregon-approved program to complete a clinical practices requirement.
This rule is temporary and expires on 8/31/2024. The Commission will consider a permanent rule change during their June 2024 meeting.
If you have already submitted sponsorship letters for the 24-25 school year, your applicants will be advised to return to their sponsor for revised letters specifying one-year or two-year terms.
The complete text of the rule can be found at the Oregon Secretary of State webpage. Elizabeth Keller, Director of Licensure, will be at the Oregon School Personnel Association's (OSPA) Spring Conference to provide assistance with these changes.
Be in the Know! Check out the Division 22 Newsletter
The Spring issue of the Division 22 Standards newsletter is now live! The Division 22 Standards are the requirements that the Oregon Legislature or the State Board of Education has determined must be met in order to be a standard school district. These requirements are codified in Chapter 581, Division 22 of Oregon Administrative Rules and can be found on the Secretary of State’s Oregon Administrative Rules Database. Compliance with the Division 22 Standards ensures every student in Oregon public schools is provided with a standard, or baseline, level of service.
Here’s a preview of what you’ll find in the April issue:
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Reporting Highlights: Recognition of districts that went above and beyond the reporting floor and links to exemplar reports.
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New & Noteworthy: The Prevention Education in Drugs and Alcohol rule is being revised to align with statutory changes from SB 238.
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Standards Spotlight: An update on the rulemaking process taking place as part of the implementation of Senate Bill 3.
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Unpack this OAR: What is the definition of Instructional Time and which activities can be counted?
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Data Snapshot: Assurances data summaries and an update on the implementation of PE instructional time.
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Resource Roundup: Tools to support the development of Health Services Plans and Comprehensive School Counseling Programs.
We’ve also added a new section to the Division 22 webpage, with links to one-pagers for the rules that have been previously featured in the newsletter’s “Unpack this OAR” section. You’ll find them under the Professional Learning accordion menu on the Division 22 Standards main page.
AI Resources on Oregon Open Learning
Meet Tiffany Palaniuk
Tiffany Palaniuk (she/her) is an educational leader committed to ensuring educators have the information they need to provide a quality, well-rounded education to all students. She believes that students are best served when educators feel supported, informed, and seen by educational leaders. With fifteen years of experience in education, she has worked as a teacher preparation leader, a Humanities TOSA, an English Language Arts teacher, and an English Language Development coordinator. Tiffany’s educational credentials include a Master’s of Arts in Teaching and a Master’s of Science in Linguistics. In her previous role at the Oregon State University College of Education, Tiffany was instrumental in growing the number of bilingual teachers and/or teachers prepared to meet the needs of Oregon’s K-12 multilingual leaders.
Most recently, she worked on the Multilingual and Migrant Education Team at ODE. In her new role on the Federal Systems Team as an Expanded Learning Program Analyst, she is focused on securing sustainable, consistent funding for summer programs in subsequent years. Outside of work, she enjoys international travel, yoga, and reading along with spending time with her son, partner and dog.
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Reading Corner
Check out these articles highlighting job-embedded professional learning!
Federal System Team's "Framework of Support"
Our goal is to provide differentiated support and strengthen the partnership between districts and ODE federal program staff. Check out the resources and support below and please don’t hesitate to reach out and let us know how we can support you!
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