Appendix

ORS 343.396 Nature of programs. It is legislative policy that, when talented and gifted programs are offered, the programs should be provided by common or union high school districts, combinations of such districts or education service districts, in accordance with ORS 334.175, and that the state will provide financial and technical support to the districts to implement the education programs within the limits of available funds. [1979 c.385 §8; 1981 c.833 §2]

OAR 581-022-1340
Alternative Education Programs

(1) In order to provide innovative and more flexible ways of educating children, school districts may establish new alternative education options within the public school system.

(2) A school district shall grant credit for work satisfactorily completed in an alternative education program as defined in
ORS 336.615 and ORS 336.625, provided the student either:
(a) Successfully completes classroom or equivalent work (e.g., supervised independent study, work experience, research) in a course of at least 130 clock hours in accordance with OAR 581-022-0102;
(b) Completes a unit of credit in a school accredited by Northwest Association of Schools and Colleges;
(c) Completes a unit of credit where performance-based criteria acceptable to the school district are identified; or
(d) Demonstrates competency or mastery of subject as defined by the school district by any one or more of the following as approved by the district:

(A) Successfully passes an appropriate exam;
(B) Provides sample of work or other evidence which demonstrates equivalent knowledge or skill; and
(C) Provides documentation of prior learning activities or experiences (e.g., certification of training, letters, diplomas, awards, etc.).


Diploma Requirements

Each district school board with jurisdiction over high school programs shall award diplomas to all students who fulfill all school district requirements and all state requirements as described in the following sections and in district school board policies. A school district may award an alternative document to a student who has met some but not all of the graduation requirements:

(1) Unit of Credit Requirements:

(a) Each student shall earn a minimum of 22 units of credit to include at least:

(A) Language Arts -- 3 (shall include the equivalent of one unit in Written Composition);
(B) Mathematics -- 2;
(C) Science -- 2;
(D) Social Sciences 3 -- (including history, civics, geography and economics [including personal finance]);
(E) Health Education -- 1;
(F) Physical Education -- 1;
(G) Applied Arts, Fine Arts or Second Language -- 1 (one unit shall be earned in any one or a combination).

(b) A district school board with a three-year high school may submit through the waiver process alternative plans to meet unit requirements;
(c) A district school board may increase the number of units required in specific areas, and may increase or decrease the number of elective units; however, the total units of credit required for graduation shall not be less than 22;
(d) A school district may grant high school credit for courses taken prior to grade 9 if students taking pre-grade 9 courses are required to meet performance criteria that are equivalent to the performance criteria for students taking the same high school courses;
(e) Course syllabi shall be written for courses in grades 9 through 12 and shall be available to students, staff, parents, the district school board and other interested individuals.

(2) Attendance Requirements:

(a) Twelve school years shall be required beginning with grade 1, except when the school district adopts policies providing for early or delayed completion of all state and school district credit and performance requirements;
(b) The district school board may adopt policies for alternative learning experiences, such as credit by examination and credit for off-campus experiences;
(c) With any modification of the attendance requirements for graduation, school district staff shall consider age and maturity of students, access to alternative learning experiences, performance levels, school district guidelines and the wishes of parents or guardians.

Stat. Auth.: ORS 326.051

Stats. Implemented: ORS 326.051 & ORS 339.280


The following existing public high schools should be studied to glean their best operational ideas and to gain comfort in the precedents they have already set in creating learning opportunities for gifted math and science students.

The Bronx High School of Science
New York City, New York
http://www.bxscience.edu/
http://en.wikipedia.org/wiki/Bronx_High_School_of_Science
Brooklyn Technical High School
New York City, New York
http://www.bths.edu/
http://en.wikipedia.org/wiki/Brooklyn_Technical_High_School
High Technology High
Lincroft, New Jersey
http://www.hths.mcvsd.org/
http://en.wikipedia.org/wiki/High_Technology_High_School
Illinois Mathematics and Science Academy
Aurora, Illinois
https://www3.imsa.edu/
http://en.wikipedia.org/wiki/Illinois_Mathematics_and_Science_Academy
North Carolina School of Science and Mathematics
Durham, North Carolina
http://www.ncssm.edu/
http://en.wikipedia.org/wiki/North_Carolina_School_of_Science_and_Mathematics
Oklahoma School of Science and Mathematics
Oklahoma City, Oklahoma
http://www.ossm.edu/
http://en.wikipedia.org/wiki/Oklahoma_School_of_Science_and_Mathematics
South Carolina Governor’s School for Science and Mathematics
Hartsville, South Carolina
http://www.scgssm.org/
http://en.wikipedia.org/wiki/South_Carolina_Governor's_School_for_Science_and_Mathematics
Thomas Jefferson High School for Science and Technology
Alexandria, Virginia
http://www.tjhsst.edu/
http://en.wikipedia.org/wiki/Thomas_Jefferson_High_School_for_Science_and_Technology
Union County Magnet High School
Scotch Plains, New Jersey
http://www.ucmagnethigh.k12.nj.us/ucvts/
http://en.wikipedia.org/wiki/Union_County_Magnet_High_School
University Laboratory High School (University of Illinois)
Urbana, Illinois
http://www.uni.uiuc.edu/
http://en.wikipedia.org/wiki/University_Laboratory_High_School_of_Urbana,_Illinois


National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology
http://www.ncsssmst.org/
http://en.wikipedia.org/wiki/National_Consortium_for_Specialized_Secondary_Schools_of_Mathematics,_Science_and_Technology
From Wikipedia, the free encyclopedia:
National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology (NCSSSMST) is an alliance of specialized high schools in the United States whose focus is advanced preparatory studies in mathematics, science and technology.

The NCSSSMST was established in 1988 to provide a forum for member schools to exchange information and program ideas and to form alliances with each other. As of 2006, there are 80 institutional members, representing more than 35,000 students and 1,400 educators. There are also over 100 affiliate members such as college, universities, and corporations.


There are 29 states that have at least one secondary school listed as a member of NCSSSMST. Oregon is not one of those states. California and Washington each have one member school. Idaho has none.



President Obama said during his inaugural address: “all deserve a chance to pursue their full measure of happiness” — a statement that can mean many different things to many different people, but a statement that should be a clarion call whose meaning is clear for those who consider themselves to be educators.


Oregon Public School Funding:
http://en.wikisource.org/wiki/Oregon_Constitution/Article_VIII
Section 3: System of common schools.

The Legislative Assembly shall provide by law for the establishment of a uniform, and general system of Common schools.

Section 4: Distribution of school fund income.

Provision shall be made by law for the distribution of the income of the common school fund among the several Counties of this state in proportion to the number of children resident therein between the ages, four and twenty years.

http://www.uvm.edu/~vlrs/doc/special_education.htm
Historically, the state of Oregon funded approximately 80% of education funding through local property taxes. This system resulted in vast amounts of paperwork and high levels of inequity across districts—two driving forces in reforming special education funding. Once meaningful discussion of reform occurred, the concept of developing a "funding" formula was replaced with developing a "distribution" formula. In 1991 a new system focused on equal distribution of resources was enacted. The new system provides two times the amount of funding for a special education student as a regular student (a funding weight of 2.0), up to 11% of the total school population. The double weighting formula was designed from research showing that special education students are approximately twice the cost of regular students. A main feature of this formula is money targeted for special education need not be spent solely on students with disabilities.


Understanding the Oregon Talented and Gifted Education Act:
http://www.tagpdx.org/oregonlaw.htm
OAR 581-022-1310
Identification of Academically Talented and Intellectually Gifted Students

Each school district shall have local district policies and procedures for the identification of talented and gifted students as defined in ORS 343.395(7)(a) and (b):

(1) Districts shall make efforts to identify students from ethnic minorities, students with disabilities, and students who are culturally different or economically disadvantaged.

(2) A team shall make the final decisions on the identification of students using the information collected under sections (3) and (4) of this rule. No single test, measure or score shall be the sole criteria. A record of the team's decision, and the data used by the team to make the decision, shall become part of the education record for each student considered.

(3) Districts shall collect behavioral, learning and/or performance information and include the information in all procedures for the identification of students.

(4) The following measures and criteria for identifying the intellectually gifted and the academically talented shall be used by the team:
(a) Intellectually gifted students shall score at or above the 97th percentile on a nationally standardized test of mental ability; and
(b) Academically talented students shall score at or above the 97th percentile on a test of total reading or a test of total mathematics from a nationally standardized test battery or a nationally standardized test of reading or mathematics.

(5) Despite a student's failure to qualify under subsections (4)(a) and (b) of this rule, districts, by local policies and procedures, shall identify students who demonstrate the potential to perform at the 97th percentile.

(6) School districts may identify additional students who are talented and gifted as defined in ORS 343.395(7)(c), (d), and(e) as determined by local district policies and procedures.

Stat. Auth.: ORS 343.391 - ORS 343.413
Stats. Implemented: ORS 326.051
Hist.: EB 18-1996, f. & cert. ef. 11-1-96


http://www.leg.state.or.us/ors/343.html
TALENTED AND GIFTED CHILDREN

343.391 Purpose of ORS 343.391 to 343.413. The purpose of ORS 343.391 to 343.413 is to facilitate the identification and education of talented and gifted children. [1959 c.528 §1; 1963 c.570 §21; 1971 c.613 §1; 1979 c.385 §1]

343.393 [1959 c.528 §11; repealed by 1961 c.500 §2]

343.395 Definitions for ORS 343.391 to 343.413. As used in ORS 343.391 to 343.413, unless the context requires otherwise:
(1) “Application” means a request by a school district for state funds to develop and operate programs for students under an approved, written plan as contained in ORS 343.397.
(2) “Board” means the State Board of Education.
(3) “Department” means the Department of Education.
(4) “Identification” means the formal process of screening and selecting talented and gifted children according to administrative rules established by the board.
(5) “School district” has the same meaning as in ORS 330.005 (2) and also includes, where appropriate, an education service district, state operated schools or programs or a consortium of school districts submitting a joint plan.
(6) “Superintendent” means the Superintendent of Public Instruction.
(7) “Talented and gifted children” means those children who require special educational programs or services, or both, beyond those normally provided by the regular school program in order to realize their contribution to self and society and who demonstrate outstanding ability or potential in one or more of the following areas:
(a) General intellectual ability as commonly measured by measures of intelligence and aptitude.
(b) Unusual academic ability in one or more academic areas.
(c) Creative ability in using original or nontraditional methods in thinking and producing.
(d) Leadership ability in motivating the performance of others either in educational or noneducational settings.
(e) Ability in the visual or performing arts, such as dance, music or art. [1959 c.528 §2; 1963 c.570 §22; 1965 c.100 §409; 1971 c.613 §2; 1979 c.385 §2; 1987 c.335 §1]

343.396 Nature of programs. It is legislative policy that, when talented and gifted programs are offered, the programs should be provided by common or union high school districts, combinations of such districts or education service districts, in accordance with ORS 334.175, and that the state will provide financial and technical support to the districts to implement the education programs within the limits of available funds. [1979 c.385 §8; 1981 c.833 §2]

Note: 343.396 was enacted into law by the Legislative Assembly but was not added to or made a part of ORS chapter 343 or any series therein by legislative action. See Preface to Oregon Revised Statutes for further explanation.


Oregon Public School Funding
$8,645 PPE: 197 school districts statewide
http://www.newamerica.net/education_budget_project/states/oregon/
Bethel School District 052
$7,349 PPE: Willamette High School
http://www.newamerica.net/education_budget_project/districts/bethel_school_district_052
Eugene School District 04J
$8,153 PPE: Churchill, North, Sheldon, South
http://www.newamerica.net/education_budget_project/districts/eugene_school_district_04j
Fern Ridge School District 28J
$6,984 PPE: Elmira High School
http://www.newamerica.net/education_budget_project/districts/fern_ridge_school_district_28j
Junction City School District 069
$7,545 PPE: Junction City High School
http://www.newamerica.net/education_budget_project/districts/junction_city_school_district_069
Lowell School District 071
$8,478 PPE: Lowell High School
http://www.newamerica.net/education_budget_project/districts/lowell_school_district_071
McKenzie School District 068
$11,229 PPE: McKenzie High School
http://www.newamerica.net/education_budget_project/districts/mckenzie_school_district_068
Pleasant Hill School District 001
$8,197 PPE: Pleasant Hill High School
http://www.newamerica.net/education_budget_project/districts/pleasant_hill_school_district_001
South Lane School District 45J
$8,187 PPE: Cottage Grove High School
http://www.newamerica.net/education_budget_project/districts/south_lane_school_district_45j
Springfield School District 019
$8,180 PPE: Springfield, Thurston
http://www.newamerica.net/education_budget_project/districts/springfield_school_district_019