Homeschooling in Oregon (OR): Requirements, Law & Standards

Q: Is homeschooling legal in Oregon?

Yes. Oregon is a notification state (ORS 339.030/339.035; OAR 581-021-0026).

Q: Is standardized testing required for homeschoolers in Oregon?

Yes (grades 3, 5, 8, 10). No formal portfolio, attendance, or lesson-plan recordkeeping is required to be submitted to the state. Parents must retain the child's standardized test results and submit them to the ESD upon request; failure to produce required results can place the child in violation of compulsory attendance law. Families choose and keep their own curriculum and records.

Q: What subjects are required for homeschooling in Oregon?

Oregon statute does not enumerate a required subject list. Families typically cover English/language arts, math, science, and social studies.

Q: Does Oregon have its own learning standards?

Math: 2021 Oregon Mathematics Standards (Oregon-specific revision of CCSS-M). ELA: Oregon English Language Arts and Literacy Standards (2026 adoption); previously 2010 CCSS-ELA. Science: 2022 Oregon K-12 Science Standards (Oregon-adopted, based on NGSS). Social studies: 2024 Oregon Social Science Standards (Oregon-specific, Ethnic Studies integrated).

OR ·

none specified

Oregon is a notification state (ORS 339.030/339.035; OAR 581-021-0026). Parents notify the local ESD in writing within 10 days of beginning homeschooling or withdrawing the child. There are no state-mandated subjects, no required instruction days/hours, and no requirement to follow Oregon's academic standards. The only ongoing legal obligation is standardized testing: children must be tested with a State-Board-approved nationally-normed achievement test administered by a qualified neutral tester at the end of grades 3, 5, 8, and 10, with results due by August 15. Newly-withdrawn children are exempt from the first test for 18 months. If the composite score is below the 15th percentile, an additional exam is required within a year (and further low scores can lead to ESD-ordered supervision). Test costs are the parent's responsibility. Homeschoolers participating in interscholastic activities must test every year. Homeschoolers are not bound by the Oregon Diploma graduation requirements and may issue a parent-awarded diploma.

Parent/legal guardian/private teacher must notify the local Education Service District (ESD) in writing within 10 days of starting to homeschool or within 10 days of withdrawing the child from a public or private school. The notice must include the parent's name, the child's name/address/birth date, and the name of the current or last school attended (or relevant school district if never enrolled). When moving to a new ESD, written notice of intent to continue homeschooling must be given to the new ESD within 10 days. The ESD must acknowledge receipt in writing within 90 days. A parent of a child who turns six after September 1 need not notify until the start of the next school year. Authority: ORS 339.030/339.035 and OAR 581-021-0026.

No formal portfolio, attendance, or lesson-plan recordkeeping is required to be submitted to the state. Parents must retain the child's standardized test results and submit them to the ESD upon request; failure to produce required results can place the child in violation of compulsory attendance law. Families choose and keep their own curriculum and records.


Math	2021 Oregon Mathematics Standards (Oregon-specific revision of CCSS-M)
ELA	Oregon English Language Arts and Literacy Standards (2026 adoption); previously 2010 CCSS-ELA
Science	2022 Oregon K-12 Science Standards (Oregon-adopted, based on NGSS)
Social Studies	2024 Oregon Social Science Standards (Oregon-specific, Ethnic Studies integrated)

· 2021 Oregon Mathematics Standards (Oregon-specific revision of CCSS-M) · 114


K	K.DR.B.2	Analyze data sets by counting objects in each category and interpret results.
K	K.GM.A.2	Correctly name common two- and three-dimensional geometric shapes regardless of orientation or size.
K	K.GM.C.8	Directly compare two objects with a measurable attribute in common and describe which has more/less.
K	K.NBT.A.1	Compose and decompose numbers 11-19 into a group of ten ones and some further ones.
K	K.NCC.A.1	Orally count to 100 by ones and by tens in sequential order.
K	K.NCC.C.6	Identify whether the number of objects in one group is greater than, less than, or equal to another.
K	K.OA.A.1	Represent addition as putting together/adding to and subtraction as taking apart/from using objects, drawings, numbers, or equations.
K	K.OA.A.2	Add and subtract within 10; model authentic contexts and solve problems within 10.
K	K.OA.A.5	Fluently add and subtract within 5.
1	1.DR.B.2	Analyze data sets with up to three categories by representing data visually.
1	1.GM.A.3	Partition circles and rectangles into two and four equal shares and describe the shares.
1	1.GM.C.6	Tell and write time in hours and half-hours using analog and digital clocks.
1	1.NBT.A.1	Count to 120 starting at any number less than 120; read and write numerals in this range.
1	1.NBT.B.3	Compare two two-digit numbers based on meanings of the tens and ones digits using >, =, <.
1	1.OA.A.1	Use addition and subtraction within 20 to solve and represent problems in authentic contexts.
1	1.OA.C.6	Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1	1.OA.D.7	Use the meaning of the equal sign to determine whether addition/subtraction equations are true or false.
2	2.DR.B.2	Analyze data with a single-unit scale and interpret information to answer questions.
2	2.GM.A.2	Partition a rectangle into rows and columns of same-size squares and count to find the total.
2	2.GM.D.10	Tell and write time from analog and digital clocks to the nearest five minutes using a.m./p.m.
2	2.GM.D.11	Solve problems involving dollar bills, quarters, dimes, nickels, and pennies.
2	2.NBT.A.4	Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits.
2	2.NBT.B.5	Fluently add and subtract within 100 using strategies based on place value.
2	2.OA.A.1	Use addition and subtraction within 100 to solve one- and two-step problems in authentic contexts.
2	2.OA.B.2	Fluently add and subtract within 20.
2	2.OA.C.3	Determine whether a group up to 20 objects has an odd or even number.
3	3.DR.B.2	Analyze measurement data with a scaled picture graph or scaled bar graph.
3	3.GM.C.5	Recognize area as an attribute of plane figures and understand concepts of area measurement.
3	3.GM.D.8	Solve problems involving perimeters of polygons in authentic contexts.
3	3.NBT.A.2	Fluently add and subtract within 1000.
3	3.NF.A.1	Understand the concept of a unit fraction and that multiple copies of a unit fraction build a fraction.
3	3.NF.A.3	Explain equivalence of fractions in special cases and compare fractions by reasoning about size.
3	3.OA.A.1	Represent and interpret multiplication of two factors as repeated addition of equal groups.
3	3.OA.C.7	Fluently multiply and divide within 100.
3	3.OA.D.8	Solve two-step problems using the four operations in authentic contexts.
4	4.DR.B.2	Analyze line plots to display a distribution of numerical measurement data.
4	4.GM.A.1	Explore and draw points, lines, line segments, rays, angles, and perpendicular/parallel lines.
4	4.GM.C.8	Measure angles in whole-number degrees using a protractor; sketch angles of specified measure.
4	4.NBT.A.3	Use place value understanding to round multi-digit whole numbers to any place.
4	4.NBT.B.5	Multiply a whole number of up to four digits by a one-digit number using representations and strategies.
4	4.NF.A.2	Compare two fractions with different numerators and/or denominators and record with >, =, <.
4	4.NF.C.6	Use and interpret decimal notation for fractions with denominators 10 or 100.
4	4.OA.A.3	Solve multistep whole-number problems in authentic contexts, including interpreting remainders.
4	4.OA.B.4	Find all factor pairs for a whole number 1-100; determine prime or composite.
5	5.DR.B.2	Analyze graphical representations and describe the distribution of numerical data.
5	5.GM.A.1	Graph and name coordinate points in the first quadrant using standard (x, y) notation.
5	5.GM.D.7	Relate volume of rectangular prisms to multiplication and addition; solve real-world problems.
5	5.NBT.A.3	Read, write, and compare decimals to thousandths.
5	5.NBT.B.5	Fluently multiply multi-digit whole numbers.
5	5.NF.A.1	Add and subtract fractions with unlike denominators, including mixed numbers.
5	5.NF.B.7	Divide unit fractions by whole numbers and whole numbers by unit fractions.
5	5.OA.A.1	Write and evaluate numerical expressions that include parentheses.
5	5.OA.B.3	Generate two numerical patterns using two given rules; identify and analyze relationships.
6	6.AEE.A.2	Write, read, and evaluate expressions in which letters stand for numbers.
6	6.AEE.B.6	Write and solve equations of the form x + p = q and px = q for problems in authentic contexts.
6	6.DR.A.1	Formulate and recognize statistical investigative questions that anticipate variability in data.
6	6.DR.C.3	Analyze data representations and describe measures of center and variability of quantitative data.
6	6.GM.A.1	Find the area of triangles, quadrilaterals, and other polygons by composing/decomposing into rectangles.
6	6.NS.A.1	Compute quotients of fractions to solve problems in authentic contexts.
6	6.NS.C.6	Represent a rational number as a point on the number line; extend number lines and coordinate axes.
6	6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a relationship.
6	6.RP.A.3	Use ratio and rate reasoning to solve problems using equivalent ratios, unit rates, and percents.
7	7.AEE.B.3	Write and solve problems in authentic contexts using expressions and equations with positive and negative rationals.
7	7.DR.C.3	Analyze two data distributions visually to compare measures of center and variability.
7	7.DR.D.4	Interpret measures of center and variability for numerical data from random samples.
7	7.GM.B.3	Understand the relationship between area and circumference of circles; choose and use appropriate formulas.
7	7.GM.B.4	Apply facts about supplementary, complementary, vertical, and adjacent angles in multi-step problems.
7	7.NS.A.1	Add and subtract rational numbers; apply previous understandings of addition, subtraction, and absolute value.
7	7.NS.A.2	Multiply and divide rational numbers, applying previous understandings of operations with fractions.
7	7.RP.A.2	Recognize and represent proportional relationships between quantities in tables, graphs, equations, and verbal descriptions.
7	7.RP.B.5	Use experimental data and theoretical probability to make predictions.
8	8.AEE.A.3	Estimate very large or very small quantities using scientific notation.
8	8.AEE.B.6	Write the equation of a line in slope-intercept form y = mx + b with rational m and b.
8	8.AEE.C.7	Solve linear equations in one variable, including those with rational number coefficients.
8	8.AFN.A.3	Understand and identify linear functions whose graph is a straight line.
8	8.AFN.B.4	Construct a function to model a linear relationship between two quantities in authentic contexts.
8	8.DR.C.3	Analyze patterns of association between two quantitative or categorical variables.
8	8.DR.D.4	Interpret scatter plots for bivariate quantitative data to investigate patterns of association.
8	8.GM.A.1	Verify experimentally the properties of rotations, reflections, and translations.
8	8.GM.B.7	Apply the Pythagorean Theorem to determine unknown side lengths in authentic contexts.
8	8.GM.C.9	Choose and use the appropriate formula for the volume of cones, cylinders, and spheres.
8	8.NS.A.1	Know that real numbers that are not rational are called irrational.
High School (Algebra)	HS.AEE.A.1	Interpret an expression that models a quantity by viewing one or more of its parts as a single entity.
High School (Algebra)	HS.AEE.A.3	Rearrange formulas and equations to highlight a specific quantity.
High School (Algebra)	HS.AEE.B.4	Define variables and create equations in two or more variables to represent relationships.
High School (Algebra)	HS.AEE.B.6	Solve systems of linear equations and systems of linear inequalities in authentic contexts.
High School (Algebra)	HS.AEE.C.7	Represent constraints by equations or inequalities and by systems of equations/inequalities.
High School (Algebra)	HS.AEE.D.10	Recognize and explain why intersection points of graphs of f(x) and g(x) are solutions of f(x) = g(x).
High School (Functions)	HS.AFN.A.1	Understand a function as a rule assigning a unique output to every input.
High School (Functions)	HS.AFN.A.2	Use function notation and interpret statements that use function notation in terms of context.
High School (Functions)	HS.AFN.A.3	Calculate and interpret the average rate of change of a function over a specified interval.
High School (Functions)	HS.AFN.B.5	Relate the domain of a function to its graph and to its context.
High School (Functions)	HS.AFN.C.6	Interpret key features of functions from multiple representations and predict features.
High School (Functions)	HS.AFN.D.10	Explain why a situation can be modeled with a linear, exponential, or other function.
High School (Statistics)	HS.DR.A.1	Formulate multivariable statistical investigative questions and determine how data can answer them.
High School (Statistics)	HS.DR.A.3	Formulate inferential statistical investigative questions regarding causality and prediction.
High School (Statistics)	HS.DR.B.5	Articulate what constitutes good practice in designing a sample survey, experiment, and observational study.
High School (Statistics)	HS.DR.B.6	Distinguish and choose between surveys, observational studies, and experiments to design an investigation.
High School (Statistics)	HS.DR.C.8	Identify appropriate ways to summarize and represent distributions of univariate and bivariate data.
High School (Statistics)	HS.DR.C.9	Use statistics appropriate to the shape of the distribution to compare center and spread of two groups.
High School (Statistics)	HS.DR.D.11	Use statistical evidence from analyses to answer statistical investigative questions.
High School (Statistics)	HS.DR.D.13	Use multivariate thinking to articulate how variables impact one another and measure the relationship.
High School (Geometry)	HS.GM.A.1	Apply definitions of rotations, reflections, and translations to transform a figure and map it onto another.
High School (Geometry)	HS.GM.A.2	Verify experimentally the properties of a dilation given a center and a scale factor.
High School (Geometry)	HS.GM.B.5	Apply and justify triangle congruence and similarity theorems in authentic contexts.
High School (Geometry)	HS.GM.B.7	Perform geometric constructions with a variety of tools and methods.
High School (Geometry)	HS.GM.C.11	Apply concepts of density based on area and volume in authentic modeling situations.
High School (Geometry)	HS.GM.C.9	Use volume and surface area formulas for prisms, cylinders, pyramids, cones, and spheres to solve problems.
High School (Geometry)	HS.GM.D.12	Apply sine, cosine, and tangent ratios and the Pythagorean Theorem to solve problems.
High School (Geometry)	HS.GM.D.13	Apply the Pythagorean Theorem and develop the standard form for the equation of a circle.
High School (Number & Quantity)	HS.NQ.A.1	Establish properties of positive integer exponents and extend the definition of exponents.
High School (Number & Quantity)	HS.NQ.A.2	Compare real numbers presented through different representations, including rational and irrational.
High School (Number & Quantity)	HS.NQ.B.3	Choose and interpret measurement units consistently in formulas, graphs, and data displays.
High School (Number & Quantity)	HS.NQ.B.5	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

· Oregon English Language Arts and Literacy Standards (2026 adoption); previously 2010 CCSS-ELA · 92


K	ELA.K.L.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K	ELA.K.RF.1	Demonstrate understanding of the organization and basic features of print to aid in comprehension.
K	ELA.K.RF.2	Demonstrate understanding of spoken words, syllables, and phonemes.
K	ELA.K.RF.3	Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
K	ELA.K.RF.4	Read grade-level text with purpose and understanding to support the development of fluency (accuracy, rate, prosody) and comprehension skills.
K	ELA.K.RI.1	With prompting and support, ask and answer explicit questions about key concepts and details and make logical inferences to construct meaning from the text.
K	ELA.K.RI.2	With prompting and support, identify the main topic and retell key details from a text.
K	ELA.K.RI.5	Identify the front cover, back cover, and title page of a book.
K	ELA.K.RL.1	With prompting and support, ask and answer explicit questions about key ideas and details and make logical inferences to construct meaning from a text.
K	ELA.K.RL.2	With prompting and support, retell familiar stories, including key details, and demonstrate understanding of the lesson learned in the story development.
K	ELA.K.SL.1	With scaffolded guidance and support, participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
K	ELA.K.W.1	With scaffolded guidance and support, use a combination of drawing, dictating, and writing to compose opinion pieces to tell a reader the topic or the name of the book being written about and state an opinion or preference.
K	ELA.K.W.3	With scaffolded guidance and support, use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, sequence the events, and provide a reaction to what happened.
K	ELA.K.W.7	With scaffolded guidance and support, participate in shared research and writing projects.
1	ELA.1.L.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1	ELA.1.RF.3	Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
1	ELA.1.RF.4	Read grade-level text with fluency (accuracy, rate, prosody) to support comprehension.
1	ELA.1.RI.2	Identify the main topic and retell key details of a text.
1	ELA.1.RL.1	Ask and answer questions about key details in a text and make logical inferences to construct meaning.
1	ELA.1.RL.9	Compare and contrast the adventures and experiences of characters in stories.
1	ELA.1.SL.4	Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1	ELA.1.W.3	With scaffolded guidance and support, use a combination of drawing, dictating, and writing to compose narratives to develop real or imagined experiences or events.
2	ELA.2.L.4	Choose flexibly from an array of strategies to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content.
2	ELA.2.RF.3	Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
2	ELA.2.RF.4	Read grade-level text with fluency (accuracy, rate, prosody) to support comprehension.
2	ELA.2.RI.1	Ask and answer questions about key details in a text and make logical inferences to construct meaning.
2	ELA.2.RL.1	Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2	ELA.2.RL.5	Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.
2	ELA.2.SL.2	Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
2	ELA.2.W.1	With scaffolded guidance and support, compose opinion pieces on topics or texts supported by reasons.
3	ELA.3.L.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3	ELA.3.RF.3	Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
3	ELA.3.RI.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3	ELA.3.RL.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3	ELA.3.RL.2	Recount and summarize stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral.
3	ELA.3.SL.4	With scaffolded guidance and support, report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
3	ELA.3.W.2	With scaffolded guidance and support, compose informative and/or explanatory texts to examine a topic and provide information.
4	ELA.4.L.4	Choose flexibly from an array of strategies to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content.
4	ELA.4.RF.3	Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
4	ELA.4.RI.2	Analyze how the central ideas are reflected in a text and cite relevant implicit and explicit evidence from the text.
4	ELA.4.RL.3	Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
4	ELA.4.SL.1	Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others' ideas and expressing personal ideas clearly.
4	ELA.4.W.1	Compose opinions, on topics or texts, supporting an author's perspective with reasons and information.
4	ELA.4.W.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
5	ELA.5.L.1	When writing or speaking, demonstrate command of the conventions of standard English grammar and usage.
5	ELA.5.RF.4	Read grade-level text with fluency (accuracy, rate, prosody) to support comprehension.
5	ELA.5.RI.7	Analyze information from multiple print, digital, and non-print formats, demonstrating the ability to locate an answer to a question or to solve a problem efficiently.
5	ELA.5.RL.2	Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges; summarize the text.
5	ELA.5.RL.4	Identify, read, pronounce, and determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5	ELA.5.SL.4	Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5	ELA.5.W.2	Compose informative and/or explanatory texts to examine a topic and convey ideas and information clearly.
5	ELA.5.W.3	Compose narratives to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details, and clear sequences.
6	ELA.6.L.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6	ELA.6.RF.1	Read grade-level text with fluency (accuracy, rate, prosody) to support comprehension (foundational reading support as needed).
6	ELA.6.RI.1	Analyze what the text says explicitly as well as inferences drawn from the text, citing textual evidence to support the analysis.
6	ELA.6.RI.6	Determine an author's point of view or perspective and/or purpose in a text and explain the methods or techniques the author uses to share it.
6	ELA.6.RL.1	Analyze what the text says explicitly as well as inferences drawn from the text, citing textual evidence to support the analysis.
6	ELA.6.RL.2	Analyze how the theme is reflected and developed over the course of a text and provide a summary distinct from personal opinions or judgments.
6	ELA.6.SL.1	Express ideas clearly by engaging effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on internal reflections and others' ideas.
6	ELA.6.W.1	Compose arguments to support claims with clear reasons and relevant evidence.
6	ELA.6.W.2	Compose informative and/or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
7	ELA.7.L.4	Choose flexibly from an array of strategies to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content.
7	ELA.7.RI.5	Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
7	ELA.7.RL.1	Analyze what the text says explicitly as well as inferences drawn from the text, citing several pieces of textual evidence to support the analysis.
7	ELA.7.RL.2	Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary.
7	ELA.7.SL.4	Present claims and/or findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
7	ELA.7.W.1	Compose arguments to support claims with clear reasons and relevant evidence.
7	ELA.7.W.3	Compose narratives to develop real or imagined experiences or multiple events, memories, or ideas, using effective technique, relevant descriptive details, and well-structured event sequences.
8	ELA.8.L.1	When writing or speaking, demonstrate command of the conventions of standard English grammar and usage.
8	ELA.8.RI.3	Analyze how an author uses comparisons, analogies, or categories to make connections among and distinctions between individuals, ideas, or events in a text.
8	ELA.8.RL.2	Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary.
8	ELA.8.RL.6	Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense, humor, or dramatic irony.
8	ELA.8.SL.1	Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing personal ideas clearly.
8	ELA.8.W.2	Compose informative and/or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
9-10	ELA.9-10.L.1	When writing or speaking, demonstrate command of the conventions of standard English grammar and usage.
9-10	ELA.9-10.RI.4	Determine and analyze the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
9-10	ELA.9-10.RL.1	Analyze what the text says explicitly as well as inferences drawn from the text, citing strong and thorough textual evidence to support the analysis.
9-10	ELA.9-10.RL.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary.
9-10	ELA.9-10.RL.3	Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama, such as characters, setting, and plot.
9-10	ELA.9-10.SL.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas.
9-10	ELA.9-10.W.1	Compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
9-10	ELA.9-10.W.2	Compose informative and/or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content.
11-12	ELA.11-12.L.1	When writing or speaking, demonstrate command of the conventions of standard English grammar and usage.
11-12	ELA.11-12.L.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
11-12	ELA.11-12.RI.1	Analyze what the text says explicitly as well as inferences drawn from the text, citing strong and thorough textual evidence to support the analysis.
11-12	ELA.11-12.RI.7	Integrate and evaluate multiple sources of information presented in diverse media or formats to address a question or solve a problem.
11-12	ELA.11-12.RI.8	Delineate and evaluate the reasoning in works of public advocacy, including the application of constitutional principles and use of legal reasoning, and the premises, purposes, and arguments.
11-12	ELA.11-12.RL.1	Analyze what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain, citing strong and thorough textual evidence.
11-12	ELA.11-12.RL.2	Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another; provide an objective summary.
11-12	ELA.11-12.SL.4	Present information, findings, and supporting evidence clearly, concisely, and logically, so listeners can follow the line of reasoning; ensure that the organization, development, substance, and style are appropriate.
11-12	ELA.11-12.W.1	Compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12	ELA.11-12.W.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

· 2022 Oregon K-12 Science Standards (Oregon-adopted, based on NGSS) · 195


K	K.ESS2.1	Use and share observations of local weather conditions to describe patterns over time.
K	K.ESS2.2	Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K	K.ESS3.1	Use a model to represent the relationship between the needs of different plants/animals and the places they live.
K	K.ESS3.2	Ask questions to obtain information about the purpose of weather forecasting to prepare for severe weather.
K	K.ESS3.3	Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
K	K.ETS1.1	Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through a new or improved object or tool.
K	K.ETS1.2	Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a problem.
K	K.ETS1.3	Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses.
K	K.LS1.1	Use observations to describe patterns of what plants and animals (including humans) need to survive.
K	K.PS2.1	Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object.
K	K.PS2.2	Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
K	K.PS3.1	Make observations to determine the effect of sunlight on Earth's surface.
K	K.PS3.2	Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
1	1.ESS1.1	Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1	1.ESS1.2	Make observations at different times of year to relate the amount of daylight to the time of year.
1	1.ETS1.1	Ask questions, make observations, and gather information about a situation people want to change to define a simple problem.
1	1.ETS1.2	Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function.
1	1.ETS1.3	Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses.
1	1.LS1.1	Use materials to design a solution to a human problem by mimicking how plants and/or animals use external parts to survive, grow, and meet their needs.
1	1.LS1.2	Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1	1.LS3.1	Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1	1.PS4.1	Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1	1.PS4.2	Make observations to construct an evidence-based account that objects can be seen only when illuminated.
1	1.PS4.3	Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
1	1.PS4.4	Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
2	2.ESS1.1	Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
2	2.ESS2.1	Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2	2.ESS2.2	Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2	2.ESS2.3	Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2	2.ETS1.1	Ask questions, make observations, and gather information about a situation people want to change to define a simple problem.
2	2.ETS1.2	Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function.
2	2.ETS1.3	Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses.
2	2.LS2.1	Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2	2.LS2.2	Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
2	2.LS4.1	Make observations of plants and animals to compare the diversity of life in different habitats.
2	2.PS1.1	Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2	2.PS1.2	Analyze data obtained from testing different materials to determine which materials have the properties best suited for an intended purpose.
2	2.PS1.3	Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
2	2.PS1.4	Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
3	3.ESS2.1	Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3	3.ESS2.2	Obtain and combine information to describe climates in different regions of the world.
3	3.ESS3.1	Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3	3.ETS1.1	Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints.
3	3.ETS1.2	Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints.
3	3.ETS1.3	Plan and carry out fair tests in which variables are controlled and failure points are considered to improve a model or prototype.
3	3.LS1.1	Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3	3.LS2.1	Construct an argument that some animals form groups that help members survive.
3	3.LS3.1	Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group.
3	3.LS3.2	Use evidence to support the explanation that traits can be influenced by the environment.
3	3.LS4.1	Analyze and interpret data from fossils to provide evidence of the organisms and environments in which they lived long ago.
3	3.LS4.2	Use evidence to construct an explanation for how variations in characteristics among individuals provide advantages in survival and reproduction.
3	3.LS4.3	Construct an argument with evidence that in a particular habitat some organisms can survive well, some less well, and some cannot survive.
3	3.LS4.4	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3	3.PS2.1	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3	3.PS2.2	Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.
3	3.PS2.3	Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact.
3	3.PS2.4	Define a simple design problem that can be solved by applying scientific ideas about magnets.
4	4.ESS1.1	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
4	4.ESS2.1	Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
4	4.ESS2.2	Analyze and interpret data from maps to describe patterns of Earth's features.
4	4.ESS3.1	Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4	4.ESS3.2	Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
4	4.ETS1.1	Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints.
4	4.ETS1.2	Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints.
4	4.ETS1.3	Plan and carry out fair tests in which variables are controlled and failure points are considered.
4	4.LS1.1	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4	4.LS1.2	Use a model to describe that animals receive different types of information through their senses, process the information, and respond in different ways.
4	4.PS3.1	Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4	4.PS3.2	Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4	4.PS3.3	Ask questions and predict outcomes about the changes in energy that occur when objects collide.
4	4.PS3.4	Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
4	4.PS4.1	Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4	4.PS4.2	Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
4	4.PS4.3	Generate and compare multiple solutions that use patterns to transfer information.
5	5.ESS1.1	Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.
5	5.ESS1.2	Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and seasonal star appearance.
5	5.ESS2.1	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5	5.ESS2.2	Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
5	5.ESS3.1	Obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment.
5	5.ETS1.1	Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints.
5	5.ETS1.2	Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints.
5	5.ETS1.3	Plan and carry out fair tests in which variables are controlled and failure points are considered.
5	5.LS1.1	Support an argument that plants get the materials they need for growth chiefly from air and water.
5	5.LS2.1	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5	5.PS1.1	Develop a model to describe that matter is made of particles too small to be seen.
5	5.PS1.2	Measure and graph quantities to provide evidence that the total weight of matter is conserved regardless of the type of change.
5	5.PS1.3	Make observations and measurements to identify materials based on their properties.
5	5.PS1.4	Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
5	5.PS2.1	Support an argument that the gravitational force exerted by Earth on objects is directed down.
5	5.PS3.1	Use models to describe that energy in animals' food was once energy from the sun.
6	6.ESS2.4	Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
6	6.ESS2.5	Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
6	6.ESS2.6	Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
6	6.ESS3.3	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
6	6.ESS3.5	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
6	6.LS1.1	Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
6	6.LS1.2	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
6	6.LS1.3	Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
6	6.LS1.4	Use argument based on evidence to support how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction.
6	6.LS1.5	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
6	6.LS1.8	Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
6	6.LS3.2	Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in variation.
6	6.PS3.3	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
6	6.PS3.4	Plan an investigation to determine the relationships among the energy transferred, type of matter, mass, and the change in average kinetic energy of the particles.
6	6.PS3.5	Construct, use, and present arguments to support the claim that when kinetic energy of an object changes, energy is transferred to or from the object.
7	7.ESS2.1	Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
7	7.ESS2.2	Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
7	7.ESS2.3	Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.
7	7.ESS3.1	Construct a scientific explanation based on evidence for how the uneven distribution of Earth's mineral, energy, and groundwater resources is the result of past and current processes.
7	7.LS1.6	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
7	7.LS1.7	Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves.
7	7.LS2.1	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
7	7.LS2.2	Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
7	7.LS2.3	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
7	7.LS2.4	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
7	7.LS2.5	Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
7	7.PS1.1	Develop models to describe the atomic composition of simple molecules and extended structures.
7	7.PS1.2	Analyze and interpret data on the properties of substances before and after they interact to determine if a chemical reaction has occurred.
7	7.PS1.3	Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
7	7.PS1.4	Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
7	7.PS1.5	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
7	7.PS1.6	Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
8	8.ESS1.1	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses, and seasons.
8	8.ESS1.2	Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
8	8.ESS1.3	Analyze and interpret data to determine scale properties of objects in the solar system.
8	8.ESS1.4	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
8	8.ESS3.4	Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
8	8.LS3.1	Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects.
8	8.LS4.1	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.
8	8.LS4.2	Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms.
8	8.LS4.3	Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
8	8.LS4.4	Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.
8	8.LS4.5	Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
8	8.LS4.6	Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
8	8.PS2.1	Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
8	8.PS2.2	Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
8	8.PS2.3	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
8	8.PS2.4	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
8	8.PS2.5	Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
8	8.PS3.1	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass and speed of an object.
8	8.PS3.2	Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
8	8.PS4.1	Use mathematical representations to describe a simple model for waves that includes how the amplitude is related to the energy in a wave.
8	8.PS4.2	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
8	8.PS4.3	Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
High School	HS.ESS1.1	Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy.
High School	HS.ESS1.2	Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
High School	HS.ESS1.3	Communicate scientific ideas about the way stars, over their life cycle, produce elements.
High School	HS.ESS1.4	Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
High School	HS.ESS1.5	Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
High School	HS.ESS1.6	Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.
High School	HS.ESS2.1	Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
High School	HS.ESS2.2	Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
High School	HS.ESS2.7	Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
High School	HS.ESS3.1	Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
High School	HS.ESS3.4	Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
High School	HS.ESS3.5	Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change.
High School	HS.ETS1.1	Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
High School	HS.ETS1.2	Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
High School	HS.ETS1.3	Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints.
High School	HS.ETS1.4	Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints.
High School	HS.LS1.1	Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life.
High School	HS.LS1.2	Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
High School	HS.LS1.3	Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
High School	HS.LS1.4	Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
High School	HS.LS1.5	Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
High School	HS.LS1.6	Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
High School	HS.LS1.7	Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles.
High School	HS.LS2.1	Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
High School	HS.LS2.7	Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
High School	HS.LS2.8	Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.
High School	HS.LS3.1	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
High School	HS.LS3.2	Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors during replication, and/or mutations.
High School	HS.LS3.3	Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
High School	HS.LS4.1	Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
High School	HS.LS4.2	Construct an explanation based on evidence that the process of evolution primarily results from genetic variation, competition for resources, and differential survival and reproduction.
High School	HS.LS4.3	Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
High School	HS.LS4.4	Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
High School	HS.PS1.1	Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
High School	HS.PS1.2	Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
High School	HS.PS1.3	Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
High School	HS.PS1.4	Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
High School	HS.PS1.5	Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate of a reaction.
High School	HS.PS1.6	Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
High School	HS.PS1.7	Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
High School	HS.PS1.8	Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
High School	HS.PS2.1	Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
High School	HS.PS2.6	Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
High School	HS.PS3.1	Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
High School	HS.PS3.2	Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles.
High School	HS.PS4.1	Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
High School	HS.PS4.2	Evaluate questions about the advantages of using a digital transmission and storage of information.
Middle School	MS.ETS1.1	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts.
Middle School	MS.ETS1.2	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Middle School	MS.ETS1.3	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics that can be combined into a new solution.
Middle School	MS.ETS1.4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

· 2024 Oregon Social Science Standards (Oregon-specific, Ethnic Studies integrated) · 107


K	K.C.CE.6	Explain and demonstrate how rules can reduce conflict, address unfairness, and promote fairness in different settings and cultures.
K	K.C.DP.5	Recognize holidays as special days that may celebrate democratic values, have religious significance, and recognize noteworthy events or people in history.
K	K.C.IR.2	Recognize and develop an understanding of the components of a person's identity including race, gender, family, ethnicity, culture, religion, and ability.
K	K.C.PI.1	Explain the goals and purpose of public school.
K	K.E.ES.1	Identify denominations of US money and explain uses for money.
K	K.E.IC.3	Provide examples of goods and services people purchase with money.
K	K.G.GR.1	Identify, compare, and contrast pictures, maps, and globes.
K	K.G.HI.7	Identify and begin to understand ways humans interact with their environment.
K	K.G.MM.4	Identify the migration stories of people to and within the local community/neighborhood.
K	K.H.CE.3	Explain the cause and effect of an event in a community.
K	K.H.CH.1	Recognize that events happen in sequential order.
1	1.C.DP.4	Define important concepts and values of civic life.
1	1.C.IR.2	Identify, affirm, respect, and explain the diverse cultural heritage of people in the community.
1	1.C.PI.1	Explain the purpose of local government.
1	1.E.ES.1	Identify sources of income.
1	1.E.IC.3	Explain the difference between a need and a want.
1	1.E.MI.4	Describe how people are buyers (consumers) and sellers (producers) of goods and services.
1	1.G.GR.1	Identify and construct maps representing familiar places.
1	1.G.HE.7	Describe ways people modify their environment.
1	1.H.CC.2	Describe the use of individual and group characteristics to divide, unite, and categorize people.
1	1.H.CP.5	Identify and explain various viewpoints, including those from underrepresented groups.
2	2.C.DP.5	Define, explain, and analyze different approaches to conflict resolution.
2	2.C.IR.4	Explain that all people born in the United States are citizens, and many become citizens through other means.
2	2.C.PI.2	Explain the selection of political leaders through voting and elections.
2	2.E.ES.1	Explain why people save money and the various saving methods.
2	2.E.ST.6	Explain why people specialize in producing goods and services.
2	2.G.GR.1	Use the information on maps and other geographic tools to locate and describe places.
2	2.G.HE.8	Explain and describe how humans either adapt to, or change, the environment.
2	2.G.MM.4	Investigate the causes of regional and global migration.
2	2.H.CH.2	Develop and analyze a timeline of events in the history of the local community.
2	2.H.CP.5	Identify the history and contributions of traditionally underrepresented groups.
3	3.C.IR.4	Explain how a community relies on active civic participation.
3	3.C.PI.1	Identify state offices, leaders, and their functions.
3	3.E.ES.2	Explain the purpose of taxes in supporting examples of public goods and services.
3	3.E.IC.6	Explain opportunity cost and how it influences buying decisions.
3	3.E.MI.3	Identify the relationship between supply and demand in setting prices.
3	3.G.GR.1	Distinguish between physical, political, cultural, and thematic maps.
3	3.G.GR.2	Use lines of latitude and longitude on multiple types of maps to locate and describe places.
3	3.G.HE.7	Identify and analyze Oregon's natural resources and describe their use.
3	3.H.CH.2	Create a timeline of noteworthy events to better understand the past.
3	3.H.CP.6	Describe how the identity of the local community shaped its development.
4	4.C.CE.5	Describe the importance of civic participation, including the ballot.
4	4.C.DP.4	Identify examples from the Oregon Constitution establishing democratic principles.
4	4.C.PI.1	Investigate the creation of the Oregon constitution and identify its key elements.
4	4.E.ES.2	Describe the difference between wages, salaries, commissions, and other income.
4	4.E.ST.10	Explain how trade leads to increasing economic interdependence.
4	4.G.GE.7	Identify the effects on environmental stability and sustainability of human activity.
4	4.G.GR.2	On political and physical maps of North America, locate significant places.
4	4.G.MM.5	Explain how the contributions of the Indigenous Tribes of Oregon shaped the region.
4	4.H.CC.3	Identify examples of Indigenous resistance to the expansion of settlement.
4	4.H.CH.2	Investigate the role of "Manifest Destiny" and racial prejudice in westward expansion.
4	4.H.CP.7	Identify and explain how the legacy of colonialism and forced removal affected Oregon.
5	5.C.CE.6	Explain specific protections provided in the Bill of Rights to individuals.
5	5.C.DP.5	Analyze the Preamble and sections of the Constitution.
5	5.C.PI.2	Analyze the significance of the decisions and laws of the newly formed United States.
5	5.E.MI.5	Explain the United States' development from a mercantilist to a market economy.
5	5.E.MI.6	Examine the significance of the slave trade among and between nations.
5	5.E.ST.10	Explain why cultures and civilizations choose to specialize in producing certain goods.
5	5.G.GR.2	Locate states, capital cities, and important geographic features on maps.
5	5.G.MM.4	Identify and analyze the implications and ramifications for Native American Tribes of the movement of people, goods, and ideas.
5	5.H.CC.5	Analyze the effect of policies of assimilation and erasure on Indigenous peoples.
5	5.H.CP.9	Explain the ideas and actions of individuals and groups resisting oppression.
8	8.C.CE.12	Examine the evolution of political parties and interest groups.
8	8.C.PI.3	Identify the reasons for the failure of the Articles of Confederation.
8	8.C.PI.6	Compare and contrast the United States republican form of government with other forms.
8	8.E.ES.3	Explain how compound interest can generate both wealth and debt.
8	8.E.MI.6	Explain the role of forced and exploitative labor systems in the economy.
8	8.G.GR.2	Interpret maps to identify the changes in political geography over time.
8	8.G.MM.3	Identify and describe the causes and effects of migration.
8	8.H.CE.7	Evaluate the growing political tensions between 1820-1861.
8	8.H.CH.1	Identify the significant political developments surrounding the founding of the nation.
8	8.H.CP.9	Use primary and secondary sources to evaluate how intersecting identities shaped experiences.
6/7	6/7.C.IR.8	Evaluate the effectiveness of different methods of resistance to injustice.
6/7	6/7.C.PI.3	Compare and contrast historical and modern forms of governance.
6/7	6/7.C.PI.5	Examine the origins, purposes, and effects of constitutions and laws.
6/7	6/7.E.ES.2	Create and discuss budgeting that includes realistic income and expenses.
6/7	6/7.E.MI.7	Compare how different economic systems choose to allocate resources.
6/7	6/7.E.ST.12	Explain how growing interdependence and technological change affect economies.
6/7	6/7.G.GR.1	Construct and use maps and other representations to analyze spatial patterns.
6/7	6/7.G.MM.3	Explain how technological developments in transportation affect movement.
6/7	6/7.H.CC.6	Identify examples of historical and contemporary Indigenous experiences.
6/7	6/7.H.CH.1	Construct and interpret a timeline using words and visuals.
6/7	6/7.H.CP.10	Compare and contrast the central tenets and cultural impact of world religions.
6/7	6/7.H.CP.11	Investigate the historical origins and modern manifestations of bias and discrimination.
High School	HS.C.CE.19	Compare the debate over a public policy issue from multiple perspectives.
High School	HS.C.DP.13	Argue and defend positions on contemporary issues in civic life.
High School	HS.C.DP.16	Identify the requirements and process for voting.
High School	HS.C.PI.2	Compare and contrast the United States republican form of government with other systems.
High School	HS.C.PI.6	Analyze and evaluate a landmark United States Supreme Court decision.
High School	HS.E.IC.9	Analyze the effect of global events such as wars on economic decisions.
High School	HS.E.MI.1	Define supply and demand and explain the factors that affect them.
High School	HS.E.MI.6	Describe the intent and functions of the Federal Reserve System.
High School	HS.E.ST.11	Analyze the role of comparative advantage in international trade.
High School	HS.E.ST.12	Identify the basic characteristics of monopoly, oligopoly, and competitive markets.
High School	HS.G.GR.1	Use geographic tools, various kinds of maps, and data to analyze spatial patterns.
High School	HS.G.HE.10	Evaluate efforts at the local, national, or international level to address environmental issues.
High School	HS.G.MM.2	Analyze recent voluntary and forced migration patterns.
High School US History	HS.US.CC.8	Identify how Cold War tensions between the United States and rivals shaped policy.
High School US History	HS.US.CE.10	Evaluate the actions and methods groups facing discrimination used to seek change.
High School US History	HS.US.CH.1	Analyze social, political, and economic continuity and change since 1865.
High School US History	HS.US.CP.15	Analyze the long-term consequences of the Jim Crow era.
High School US History	HS.US.CP.16	Assess the role and consequences of antisemitism in United States history.
High School World History	HS.WR.CE.8	Determine the causes of World War I.
High School World History	HS.WR.CH.2	Analyze the political, social, and economic causes and effects of major historical developments since 1789.
High School World History	HS.WR.CP.10	Identify the characteristics of fascism, militarism, and totalitarianism.
High School World History	HS.WR.CP.17	Evaluate the international community's responses to genocides and atrocities.
High School World History	HS.WR.CP.18	Analyze the conditions and responses to genocides of the modern era.

Is homeschooling legal in Oregon?

Yes. Oregon is a notification state (ORS 339.030/339.035; OAR 581-021-0026).

Do I have to notify anyone to homeschool in Oregon?

Is standardized testing required for homeschoolers in Oregon?

Yes (grades 3, 5, 8, 10). No formal portfolio, attendance, or lesson-plan recordkeeping is required to be submitted to the state. Parents must retain the child's standardized test results and submit them to the ESD upon request; failure to produce required results can place the child in violation of compulsory attendance law. Families choose and keep their own curriculum and records.

What subjects are required for homeschooling in Oregon?

Oregon statute does not enumerate a required subject list. Families typically cover English/language arts, math, science, and social studies.

Does Oregon have its own learning standards?

Math: 2021 Oregon Mathematics Standards (Oregon-specific revision of CCSS-M). ELA: Oregon English Language Arts and Literacy Standards (2026 adoption); previously 2010 CCSS-ELA. Science: 2022 Oregon K-12 Science Standards (Oregon-adopted, based on NGSS). Social studies: 2024 Oregon Social Science Standards (Oregon-specific, Ethnic Studies integrated).

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