(2) The requirements for eligibility adopted under subsection (1) of this section must include:

(a) The requirement that the biennial plan include:

(A) A district needs assessment and an explanation of how the establishment or expansion of career and technical education programs, college-level educational opportunities or dropout-prevention strategies addresses those needs.

(B) A description of how the school district will establish or expand career and technical education programs, college-level educational opportunities and dropout-prevention strategies in compliance with ORS 327.874.

(C) The four-year plan of the school district relating to the establishment or expansion of career and technical education programs, college-level educational opportunities and dropout-prevention strategies, as provided by ORS 327.874.

(b) The requirement that the school district demonstrate in the biennial plan how the school district will:

(A) Provide sufficient time for teachers and staff of students in grade 9 to review data on students’ grades, absences and discipline by school and by course and to develop strategies to ensure at-risk students stay on track to graduate;

(B) Implement district-wide evidence-based practices for reducing chronic absenteeism in grades 9 through 12;

(C) Assign high school students to advanced and dual-credit courses based on academic qualifications in order to avoid bias in course assignments; and

(D) Implement systems to ensure that high school students, including English Language Learners, are taking courses required for on-time graduation.

(c) If necessary for the success of the establishment or expansion of career and technical education programs, college-level educational opportunities and dropout-prevention strategies, the requirement that a school district must demonstrate in the biennial plan that the school district will:

(A) Cooperate, coordinate or act jointly with other school districts, education service districts, regional achievement collaboratives, post-secondary institutions or other education partners, including professional learning communities, to achieve the purposes of the High School Graduation and College and Career Readiness Fund and to maximize benefits from apportionments under ORS 327.859;

(B) Cooperate, coordinate or act jointly with nonprofit programs and community-based organizations that have demonstrated achievement of positive outcomes in work with underserved student populations;

(C) Consult with federally recognized Oregon Indian tribes, as required by rule of the State Board of Education; and

(D) Use evidence-based criteria to determine appropriate staffing ratios and class sizes to achieve the purposes of the fund and to maximize benefits from apportionments under ORS 327.859. [2017 c.1 §12; 2017 c.615 §7]

Note: See note under 327.850.