Welcome to the Oregon Scaling-Up Effective Behavioral and Instructional Support Systems (EBISS)
–>The Oregon Department of Education was awarded a State Personnel Development Grant (SPDG) in October 2011 by the U.S. Department of Education – Office of Special Education Program (OSEP). The SPDG Breadth opportunity is funded by Oregon’s SPDG. Oregon school districts taking advantage of the SPDG Breadth opportunity will have access to information about EBISS and creating the structures, practices and policies that allow EBISS work to be sustained.
Effective Behavioral and Support (EBISS)-
–-> The principal goal of EBISS is the improvement of academic and behavioral student outcomes. Oregon EBISS school districts receive support to implement a continuum of effective, research-based, and sustainable school-wide academic and behavioral support systems. The Oregon Department of Education and their partners at the Center on Teaching and Learning have provided professional development and technical assistance to Oregon school district leadership teams to implement tiered interventions for academics and behavior since 2007. Through the sustained application of a blended model of Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), district staff is able to meet the academic and behavioral needs of every student in their schools.
Positive Behavioral Interventions and Supports (PBIS)-
–> PBIS can be best described as a “data-driven, team-based framework or approach for establishing a continuum of effective behavioral practices and systems that (a) prevents the development or worsening of problem behavior and (b) encourages the teaching and reinforcement of prosocial expectations and behavior across all environments for all students by all staff (Sugai, Simonsen, & Horner, 2008).”
Oregon’s Response to Intervention (Or-RTI)-
–> The Oregon Department of Education has contracted with the Tigard-Tualatin School District since 2005 to deliver RTI technical assistance to Oregon school districts. The technical assistance is focused on high quality core instruction, tiered intervention systems, teaming, and data analysis. Additionally, districts learn to make educational decisions by applying child response data to the RTI system to identify students with Specific Learning Disability (SLD) for special education services.
State Implementation & Scaling-Up of Evidence-Based Practices (SISEP)-
–> The State Implementation of Scaling-up Evidence-based Practices (SISEP) is an initiative from University of North Caroline at Chapel Hill.Implementation Science researchers from SISEP work with identified agencies and states to improve capacity to implement and sustain organizational changes andsystemic improvements to improve student academic and behavioral outcomes. Oregon’s SPDG project has four broad areas of focus that are described here. The Center on Teaching and Learning at the University of Oregon is working with ODE to integrate these four improvement efforts so districts and schools have strong support to initiate and sustain improved student outcomes. This Blog is intended as a resource for districts involved in the SPDG Breadth opportunity. Participants may use this Blog as a venue to share successes and challenges in the braiding and integration of these initiatives and to access valuable resources.
Resources
Chaparro, E. A., Ryan Jackson, K., Baker, S. K., & Smolkowski, K. (2012). Behavioral and Instructional Support Systems: An integrated approach to behavior and academic support at the district level. Advances in School Mental Health Promotion, 5(3), 161–176. doi: 10.1080/1754730X.2012.707424
Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N., & Ryan Jackson, K. (2012). A model for system-wide collaboration to support integrated social behavior and literacy evidence-based practices. Psychology in the Schools, 49(5), 465–482. doi: 10.1002/pits.21607
Individuals with Disabilities Education Act of 2004, public law 108-446 34 C.F.R. § 300.8 (c)(10) (2004).
Kame’enui, E. J., Simmons, D. C., & Coyne, M. D. D. (2000). Schools as host environments: Toward a school-wide reading improvement model. Annals of Dyslexia, 50, 31–52. doi: 10.1007/s11881-000-0016-4
National Association of State Directors of Special Education. (2005). Response to Intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.
Sugai, G., Simonsen, B., & Horner, R. H. (2008). Schoolwide positive behavior supports. Teaching Exceptional Children, 40(6), 5–5.
