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Welcome to the 2026–27 school year!
We hope you had a chance to rest, recharge, and enjoy the summer. The Division 22 Standards team kept busy as we prepared for the year ahead—including implementation of the Executive Order on instructional time and laying the groundwork for engagement and rulemaking on several important policy issues featured in this newsletter.
New to your role? Be sure to check out the “Final Notes” section for resources to help you get up to speed on the basics of the Division 22 standards and prepare for the November assurances.
Here’s to a strong start to the 2026–27 school year—we’re glad to have you with us!
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In This Issue
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New and Noteworthy: Learn about revisions to the Comprehensive School Counseling Framework and rule, as well as new school leadership standards that must be implemented within the coming year.
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Standards Spotlight: We focus on Instructional Time, including rule updates, engagement for permanent rules, information about required data collection, and ties to play-based learning.
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Unpack this OAR: Find links to resources that support understanding and implementation of the District Curriculum rule, as well as engagement opportunities for proposed updates to that rule and others related to the revision of the Oregon HQIM adoption schedule.
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Final Notes: Assurances information, professional learning opportunities and a model policy for substance use prevention.
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Section 1
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Educational Leadership — Administrator Standards (OAR 581-022-2420)
In June 2025, the State Board of Education adopted new school leadership standards, the Professional Standards for Educational Leadership (PSEL). As PSEL standards are already used for licensure purposes by the Teacher Standards and Practices Commission (TSPC), and aligned with those used for administrator preparation, this change will increase cohesion and clarity for leaders across the system. Together, we will work toward fully implementing these standards by September 30, 2027.
We are keenly aware that shifts like this take time. ODE is currently working to provide updated resources and aligned professional learning to unpack these standards and translate them into specific and actionable skills, behaviors, and knowledge. If you have any questions, please reach out to Tim Boyd, Director of District and School Effectiveness, at tim.boyd@ode.oregon.gov.
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Updated Comprehensive School Counseling Framework
As districts prepare to implement Oregon's updated Framework for Comprehensive School Counseling Programs, as required in OAR 581-022-2060, the Oregon Department of Education (ODE) is pleased to share new resources and guidance on ODE's Comprehensive School Counseling webpage to support compliance and implementation beginning in the 2026-27 school year.
Districts should be aware that OAR 581-022-2060, together with ORS 329.603, sets clear staffing requirements for comprehensive programs: they must be designed, delivered, and implemented by TSPC-licensed school counselors, TSPC-licensed school social workers, or a qualified combination of counseling staff as determined by State Board rule. A school counselor position cannot be filled by a school social worker, a Limited Student Service License role, a Child Development Specialist, or any other candidate who is not professionally trained and licensed as a school counselor. The rule also references a recommended, but not required, 250:1 student-to-counselor and student-to-school social worker ratio to support full program implementation.
In addition to staffing requirements, OAR 581-022-2060 requires districts to plan for and report on three data categories: participation data, Comprehensive School Counseling Student Standards data, and achievement data, with certain indicators aligned to statewide performance growth targets. Districts are also expected to conduct regular program assessments that review alignment to the Framework, including program design, delivery, and outcomes, along with role-specific professional standards assessments and performance appraisals for counseling staff. These requirements are intended to strengthen accountability and ensure every student receives the services and supports outlined in the Framework.
The Framework and corresponding rule update take effect for implementation beginning in the 2026-27 school year, and districts will report on compliance for these on their Division 22 Assurances in Fall 2027.
In the coming months, ODE will continue releasing additional tools, including guidance documents, templates, examples, and professional learning opportunities, to support districts in meeting these staffing, data reporting, and program assessment requirements under OAR 581-022-2060 and the Framework. We encourage counseling leaders to review these resources with their teams, confirm current staffing aligns with licensure requirements, and begin planning for the data collection and reporting expectations outlined in the rule. Visit ODE's Comprehensive School Counseling webpage for the latest resources and updates as they become available.
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Instructional Time Rule Updates & Additions
On April 16, 2026, Governor Kotek issued Executive Order 26-06: Preserving Student Instructional Time. To support implementation of this executive order, the State Board of Education adopted a new emergency rule, OAR 581-022-2323: Preserving Student Instructional Time, and emergency revisions to OAR 581-022-2320: Required Instructional Time and OAR 581-002-0035: Waivers. The purpose of the executive order is to ensure that all Oregon students have access to sufficient and high-quality instructional time to support their success in school. To this end, the order and OAR 581-022-2323 prevented school districts and public charter schools from further reducing student instructional time during the 2025-26 school year and in the future. The revision to the Waivers rule stipulates that the State Board of Education will not waive the instructional time requirement except in the case of declared national or state disaster or public health emergency. And finally, the order’s requirement for ODE to track and publish student instructional time was codified in OAR 581-022-2320.
Instructional Time Permanent Rulemaking Engagement Opportunities
ODE is currently conducting engagement as part of the permanent rulemaking process, with two options for providing input:
The permanent rulemaking will take place in two phases.
Phase 1: Codify Temporary Rules into Permanent Rules
- September 17: State Board of Education First Read
- October 15: State Board of Education Second Read and Anticipated Adoption
Phase 2: Address Executive Order provision rescinding allowance to include up to 30 hrs of Professional Development and up to 30 hrs of Parent/Teacher Conferences in Instructional Time calculations
- December 10: State Board of Education First Read
- January 21: State Board of Education Second Read and Anticipated Adoption
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2025-26 Student Instructional Time Data Collection
ODE conducted an initial survey in May 2026 to gather baseline data on the amount of instructional time districts and public charter schools provide. The initial survey asked for separate calculations of the number of hours provided under OAR 581-022-2320 (Required Instructional Time), as well as a bell-to-bell calculation for the number of hours of student instructional time (SIT), a new definition and measure introduced by the executive order. On the initial survey, ODE requested the total SIT/bell-to-bell hours that were planned for 2025-26. In accordance with the requirement in the executive order and in OAR 581-022-2320 to track and publish SIT, ODE will collect actual SIT time provided for 2025-26 as part of the November 2026 Division 22 Standards assurances. Since charter schools don’t submit assurances, they will submit their SIT calculations via a different form that will be shared directly with charter schools in October.
Specific instructions for how to calculate and submit the amount of SIT time that was provided in 2025-26 will be included in the assurances instructions, as well as posted on the Instructional Time webpage.
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Play-Based Learning Implementation Listening Session
ODE invites K-5 educators and school staff to participate in a listening session focused on implementing Oregon's SB 1596, which allows play-based learning to count as instructional time. ODE is seeking feedback on rule revisions, implementation considerations, and the supports that would help schools bring a play-based approach to learning. For more information, please review the Play-based Learning Overview & FAQ.
Registration and Session Information:
A synchronous engagement session will be held on Zoom on Thursday, September 10 at 3:30pm and will last approximately 45 minutes.
Register here for the listening session.
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OAR 581-022-2320 District Curriculum
District Curriculum/Instructional Program Resources
ODE has developed new resources to support districts’ understanding and implementation of OAR 581-022-2030 District Curriculum. The anchoring document, District Curriculum Resources, is organized into four sections:
- A summary of the rule requirements
- Links to district curriculum documentation examples organized by district size
- Links to two templates districts may use to support communication with families, community members, and staff about the district curriculum
- Organizational notes that support districts’ use of the optional templates
Rule Revisions
These resources were shared last spring with district partners who provided feedback. In the meantime, as part of the process to redesign the Instructional Materials Adoption Schedule, ODE has proposed revisions to the current rule title, as well as the addition of a new rule entitled Standard Curriculum:
- “District Curriculum” rule: the new title will be “District Instructional Program.” This rule outlines required instructional programming for K-12 public school districts.
- “Standard Curriculum” is a new rule, established to clarify which content areas must be adopted in accordance with a State Board adopted schedule.
ODE will incorporate feedback and finalize the resources once rulemaking is complete (anticipated adoption date: October 16, 2026); however, the documents are ready to be used now. The only change that will impact the communication templates is the new rule title, which we believe provides a more apt description of what the rule encompasses.
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Share Your Feedback on Proposed Revisions to Oregon's Instructional Materials Adoption Schedule and Division 22 OARs
ODE is seeking feedback on proposed updates to Oregon's High-Quality Instructional Materials (HQIM) adoption schedule and related administrative rules. The proposed changes would provide more time between adoptions for planning, professional learning, and classroom implementation while clarifying district responsibilities for state-adopted and locally adopted content areas.
You can participate by attending a virtual engagement session and completing a 15-minute survey, or by reviewing a recorded webinar and background materials before taking the survey, which closes September 4th.
Review the flyer for details and registration information. For questions, contact ode.instructionalmaterials@ode.oregon.gov.
Please review the flyer for full details on both options .
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Division 22 Standards Professional Learning Series
This series is designed to support district and school leaders’ understanding and implementation of the requirements with Oregon’s Division 22 Standards for Public Schools. More details and links to register for each of the quarterly sessions are included on the informational flyer.
Provide Input on Topics and Format for the 2026-27 Series: Please take a few minutes to let us know what you’d like to learn more about in the coming year and to inform the structure of the sessions.
All video recordings and resources from last year’s series are available on the Division 22 Professional Learning webpage. Highlighted topics include Instructional Materials Adoption and Equitable Instructional Services.
Are You a New Superintendent or District Leader?
Be sure to register for the September 18th session. An optional Division 22 Basics tutorial designed for new leaders will begin 30 minutes prior to the main session.
These previously recorded sessions are also recommended for new leaders and contain breakout discussions by district size!
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September 2024: Division 22 Basics & Including Evidence on Your Community Report
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June 2024: District Panels on Tracking & Monitoring Compliance
Questions? Contact Susan Payne, ODE’s Education Standards and Systems Specialist at
Susan.Payne@ode.oregon.gov or (503) 580-6814.
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Assurances Checklist/Timeline
June - August:
- Gather and review evidence of compliance. Optional: Use the District Internal Tracking Tool.
- Calculate the amount of student instructional time (bell-to-bell) delivered for each grade level (K-12) during the 2025-26 school year. Districts must provide this information as a requirement of Executive Order 26-06 and OAR 581-022-2323 Preserving Student Instructional Time.
September & October
- September 1:This is the cutoff to request an extension of the deadline to complete corrective action from the previous year.
- Thursday & Friday afternoons in September and October: Division 22 Standards Help Desk Office Hours - Have questions or need support? Book an appointment or call 503-580-6814.
- September or October: Present the assurances report to the local school board in a public meeting
November
- By November 1: Post the community report on the district website.
- By November 15: Submit your report to ODE using the Smartsheet form.
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New Assurances Reporting Format for TAG Programs & Services Rule
Based on feedback regarding the dense text of OAR 581-022-2500 Programs and Services for Talented and Gifted Students, the reporting assurances for all four subsections have been divided into two distinct parts: District TAG Plan and Public Access Requirements and Instruction and Assessment Requirements. This structural separation breaks down the detailed requirements into clear, focused categories, offering districts greater clarity on what is specifically required when reporting assurances for OAR 581-022-2500.
Sections 1-2 (District TAG Plan and Public Access Requirements)School districts must develop, maintain, and publicly provide a comprehensive TAG plan, using ODE’s TAG plan template, that outlines policies, goals, services, evaluation processes, parent/student engagement opportunities, and coordinator contact information, while ensuring the plan and coordinator information are accessible upon request and posted on the district website.
Sections 3-4 (Instruction and Assessment Requirements)TAG programs and services must be based on a student's assessed level and rate of learning, with instructional services informed by multiple sources of evidence, including academic performance, evaluation data, learning characteristics, student interests, and other relevant measures to ensure appropriate educational placement and services.
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Tobacco- and Nicotine-Free Schools Model Policy
The Oregon Health Authority has released a new Tobacco- and Nicotine-Free Schools Model Policy template (you will need to login or create an account with Smokefree Oregon Portal). Districts are required to adopt policies that prohibit the use of nicotine, tobacco, and other substances as part of their Comprehensive Substance Use Prevention and Intervention Plans (OAR 581-022-2045). This model policy can be used to fulfill this requirement in an equitable and evidence-based way that:
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Covers all tobacco and nicotine products – This policy applies to all forms of tobacco and nicotine – regardless of the source of nicotine - and aligns with the latest state definitions of both tobacco-derived and synthetic nicotine products.
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Aligns with Oregon’s school regulations - Under ORS 326.051 and OAR 581-021-0110, all school districts must prohibit use, possession, and sale of tobacco on school grounds, facilities, vehicles, and events since 2006. This template ensures full compliance with OAR 581-021-0110 and seamless integration with other state-level requirements, and Health Education standards.
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Promotes non-punitive approaches – This policy avoids exclusionary practices such as out of school suspension or expulsion and instead provides guidance for supportive and educational interventions for staff, students and their families.
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Encourages quitting support – includes youth-centered and evidence-based quitting resources.
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Addresses Safe handling and disposal – provides contact information and resources for collecting, storing and disposing of confiscated tobacco and nicotine products, protecting the health and minimizing harms for both staff and students.
School-based tobacco and nicotine policies are important for preventing youth tobacco use and exposure. This model policy fosters student belonging and creates an environment where students and staff can feel supported. The template is available to customize. We encourage you to review, adopt and implement this model policy in your District.
For any questions, or support with implementing this policy, please contact Lily Banning (Lily.Banning@oha.oregon.gov).
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