Digital Learning Tab: This current tab provides information and links related to digital learning plans and standards, the adoption of computer science standards and state definitions for personalized learning. Visit the Instructional Materials, Procurement and Professional Learning Tabs for more information on this state.
Oregon does not require district level educational technology plans, but strongly encourages technology planning.
Oregon has educational technology standards based on the ISTE NETS standards.
Oregon law Chapter 581, Division 22, of the Oregon Administrative Rules provides guidance for Instructional Materials Adoption. Oregon’s review of instructional materials adheres to an adoption schedule of core content areas adopted by the State Board of Education. A review of a content areas is an annual process. The Oregon Department of Education announces the content area up for adoption at the beginning of the year. Publishers submit required forms established in Oregon law including documentation and analysis of each instructional material. Once all forms are provided, evaluation committees are convened to review the submitted instructional materials. Those that pass the review will be placed on an approved list to be adopted by the State board of Education. The adopted list of approved instructional materials is a recommended list for school districts to adopt instructional materials.
Digital instructional materials are included in the definition for instructional materials. Instructional material for purposes of Oregon law is defined as any organized system which constitutes the major instructional vehicle for a given course of study, or any part thereof. A major instructional vehicle may include such instructional items as a hardbound or a softbound book or books, or sets or kits of print and non-print materials, including electronic and internet or web-based materials or media. Basal instructional programs may be adopted by the State Board of Education. Accessible Instructional Materials are required. OER are defined as teaching and learning resources that reside in the public domain or have been released under an open license that permits their free use and re-purposing by others.
Open Educational Resources (OER) are defined as teaching and learning resources that reside in the public domain or have been released under an open license that permits their free use and re-purposing by others.
Oregon’s adoption policy covers all core instructional materials. Oregon does not require materials to be purchased and/or evaluated in digital format. Districts annually assure that they are in compliance with and implementing Chapter 581, Division 22, of the Oregon Administrative Rules. This page provides guidance to districts for amending the assurance when necessary to include a plan for compliance with OAR 581-022-1640, Instructional Materials Adoption. Following adoption by the State Board of Education, school districts must do one of the following: (1) Select and adopt from the list (ORS 337.050 and OAR 581-022-1640), (2) Independently adopt instructional materials using the State Criteria (OAR 581-022-1622) or (3) Postpone adoption for up to two years (OAR 581-022-1650).
Statute allows for the implementation of Digital Instructional Materials but does not require it. Oregon’s adoption policy covers all core instructional materials. Oregon does not require materials to be purchased and/or evaluated in digital format. Districts annually assure that they are in compliance with and implementing Chapter 581, Division 22, of the Oregon Administrative Rules. This page provides guidance to districts for amending the assurance when necessary to include a plan for compliance with OAR 581-022-1640, Instructional Materials Adoption. Following adoption by the State Board of Education, school districts must do one of the following: (1) Select and adopt from the list (ORS 337.050 and OAR 581-022-1640), (2) Independently adopt instructional materials using the State Criteria (OAR 581-022-1622) or (3) Postpone adoption for up to two years (OAR 581-022-1650).
Guidance is also provided at state and regional conferences for educational technology/digital learning, special education and administrators.
The Oregon Technology Access Program (OTAP) provides training, information, technical assistance and resources regarding the use of technology for children with disabilities. Oregon’s Statewide Assistive Technology Program (ATI) is administered through a team of Certified Assistive Technology Specialists. ATI provides equipment, training, and assistance with selection of devices to people with significant hearing and vision loss.
Review of digital instructional materials must meet the guidelines and criteria established by the State Board of Education.
Oregon is investigating the systems available and expects to make a decision about which system we will use in the spring of 2019.
Oregon doesn’t host a learning management system (LMS) however, there is a statewide contract available for school districts to purchase a LMS.
Northwest Textbook Depository managed by an independent contractor. The Depository acts as the intermediary between school districts and publishers. They act as a sales and distribution partner between the vendor and districts.
Districts fund the purchase of digital instructional materials with general state funds and/or local initiatives.
Procurement of digital materials on the approved state list are available at a rate negotiated by state contract and the procurement of devices is made through a bid or sole source. Funding for textbooks, library books, periodicals, computer software/hardware, consumable/non-consumable media supplies in Oregon continued to be provided through per-pupil allocation (common school fund) that is distributed based upon a formula that accounts for various characteristics such as student characteristics and location. Additional funding for instructional materials and services are provided through local levies, formula grants and federally-distributed resources. Oregon’s textbook adoption policy covers all core instructional materials. Oregon does not require materials to be purchased and/or evaluated in digital format.
Oregon does not distinguish between digital and non-digital materials. The process for digital materials is the same process as any other instructional material. Options for districts are to purchase off the state list or adopt independently. In order to get on the state list, a company must submit their materials for review as a part of the State Board of Education schedule for adoptions. Bids for specific content area materials are solicited based on this State Board of Education calendar for adoptions. School districts may adopt and use textbooks or other instructional materials in place of or in addition to those adopted by the State Board of Education provided they meet the guidelines and criteria established by the State Board of Education. Independent adoptions are good for six years.
Occasionally, regional education service districts will negotiate purchasing pricing for their local school districts. In Oregon, we also have the Organization for Educational Technology and Curriculum (OETC) that does consortium prices across Oregon, Washington, Alaska, Idaho and beyond.
In Oregon, the review of instructional materials, which can include digital instructional materials, must meet the adoption criteria established by the State Board of Education. Review of instructional materials are done by committees composed of Oregon educators, school district administrators, and other knowledgeable stakeholders.
The review committees are provided professional learning on all aspects of the instructional materials adoption. This professional learning includes the state-level adoption process, updated academic content standards, considerations for equity in instructional materials, considerations for accessibility in instructional materials, and the adoption criteria adopted by the State Board of Education. The professional learning is held prior to the official review of instructional materials which includes digital materials. The professional learning is recorded and all resources used by review committee members are available to the public.
Professional learning for the creation, selection, and/or implementation OERs is still being developed at the state-level.
Technical assistance is also provided at state and regional conferences for educational technology/digital learning, special education and administrators.
