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Oregon’s Initiatives & Grants

Oregon’s Initiatives & Grants. Roadmap Action Responsibility. Nancy Latini, Ph.D. Oregon Department of Education 2008. RTI Foundations: Multi-tiered Approach to Instructional & Behavioral Support. Academic Systems. Behavioral Systems. Intensive, Individual Interventions

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Oregon’s Initiatives & Grants

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  1. Oregon’s Initiatives & Grants • Roadmap • Action • Responsibility Nancy Latini, Ph.D. Oregon Department of Education 2008

  2. RTI Foundations: Multi-tiered Approach to Instructional & Behavioral Support Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  3. PBS (Positive Behavior Support) InitiativeRTI (Response to Intervention) Initiative EBISS (Effective Behavioral & Instructional Support Systems) Purpose/Goals: • BUILD state, regional, district, and school CAPACITY to: • Adopt, Implement, and Sustain • A multi-tiered approach to • Instructional support & • Behavioral support, • Where ALL students succeed.

  4. PBS Initiative (05-06) 9 ESDs (05-09) 54 School Districts 3 Hub ESDs for Sec/Tert Systems (09-10) RTI Initiative (05-06) 34 School Districts Oregon’s Initiatives & Grants EBISS (06-07) • 26 School Districts • 3 EC Programs 84 School Districts Total 31 School Districts impacted by 2 (or more) Initiatives/Grants

  5. Umatilla Lincoln Benton Linn High Desert Lane Douglas Malheur Southern Oregon RTI Initiative (34 districts) PBS Initiative (9 ESDs/Regions) PBS Initiative Hubs EBISS Grant (26 districts) Other PBS and mini grants in 05-06 & 08-09(350 more schools)

  6. Building District Capacity • Technical Assistance • Staff provide on-site training and/or TA • Districts work with contract staff to identify needs. • Site-visits may include: • Meet with District Leadership team to enhance Implementation Plan (revise policies, evaluate effectiveness, etc.) • Meet with individual school teams to outline teaming • Train school staff • Train staff on using data for decision-making • Review student files to ensure procedural fidelity

  7. Building District Commitment • Competitive application process includes assessing district’s readiness for: • Teaming and Leadership • High level district administrators and school staff attend trainings together as a Leadership Team • Progress Monitoring • With a valid and reliable tool • Curriculum • Scientifically-based core reading program in every elementary school • Training • Each Leadership Team attends 4 trainings throughout the year • Implementation plan includes: • Developing district policies and procedures for RTI • Long-term allocation of resources for training, teaming, and curriculum • Data collection and management

  8. Sustaining District-wide InitiativesMaximizing (y)our Investment Effective Oregon Department of Education & Office of Special Education Programs Behavioral Instructional EBISS Support Systems

  9. Adopt, Implement, & SustainInitial Outcomes of EBISS Evaluation

  10. All Students Succeed • Outcomes • Implementation Plans: districts are able to adopt and implement • Districts involved since 2005 have sustained implementation • Lessons Learned • District leadership is key to adoption and implementation at a school level • Districts need intense support across multiple years to work through the implementation process • Continuous Improvement • ODE contracted with an outside evaluator to analyze data to provide formal outcomes • ODE is engaged in Scaling Up TA

  11. Where We’re Going • State-level Management Team (Superintendent, Deputy Superintendent, & Asst. Superintendents) • Has agreed to monthly meetings with SISEP to improve the effectiveness and efficiency of local implementation by: • Engaging in the evaluation cycle (PEP-PIP) • Understanding implementation challenges and success at the local level • Hearing how state-level policy decisions impact local implementation

  12. NEXT STEPS:  Continue Student Success • Include data in Oregon's KIDS project • Develop Scaling Up skills • Examine legislative revisions • Design differentiated TA around framework • Connect the dots to all initiatives • Create measures of causal elements  • Connect funding streams to initiatives

  13. State’s Role • Keep the end in mind • Creative problem solving • Focus on framework • Leave details to districts • Support/lead through data reviews

  14. Collaborate • Give up to get • Share without fear • Ask questions • Clarify actions • Smile

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