1. Effective Behavioral & Instructional Support Systems Overview and Guiding Principles Adapted from, Carol Sadler, Ph.D. – EBISS Coordinator Extraordinaire EBISS

2. Advanced Organizer Describe current systems and infrastructure within Oregon for implementing and sustaining PBS and RTI Describe EBISS Project goals and activities

3. Oregon’ Initiatives 197 School Districts 1,265 public schools PBS Initiative 7 Education Service Districts (ESD)  41 School Districts  237 Schools 588 Schools in all, reporting PBS implementation in Oregon RTI Initiative 23 School Districts  99 Elementary Schools 55 School Districts Total 386 Schools Total (Impacted by one or both of the Initiatives) 50 Schools (Impacted by both Initiatives)

4. EBISS Focus of Oregon’s State Personnel Development Grant (SPDG):  Scholarships for: Orientation and Mobility Specialists, Speech and Language Pathologists, and Special Education Teachers.  EBISS – A blended RTI and PBS Model – focusing on School Districts vs. schools only Focus: SW Behavior, SW Reading, and/or RTI

5. EBISS District Participants  Cohort 1: Selected in Spring 2007 21 School Districts; 3 Early Childhood Programs  Cohort 2: Selected in May 2008 7 more School Districts, 1 EC Program yet to be selected Contractors called EBISS Coordinators  Carol Sadler and  3 Staff from U of Oregon’s Center on Teaching and Learning

6. CSadler6 Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems Effective Behavior & Instructional Support Systems Adapted

7. CSadler7 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Effective Support Systems Planning Model Adapted

8. EBISS Purposes Assist school districts to adopt, implement, and sustain a continuum of effective interventions and supports that address the academic and social-behavioral needs of all students. Integrate general and special education leadership and resources

9. Critical Features: EBISS District Infrastructure LEADERSHIP & COMMITMENT VISIBILITY & POLITICAL SUPPORT COORDINATION AND COACHING PROFESSIONAL DEVELOPMENT FUNDING EVALUATION DEMONSTRATION SCHOOLS Adapted From Oregon Reading First

10. Critical Features: Schoolwide and Classroom Positive Behavior Support EXPECTATIONS DEFINED EXPECTATIONS TAUGHT SYSTEM FOR ENCOURAGING BEHAVIOR SYSTEM FOR CORRECTING PROBLEMS SCHOOL MANAGEMENT TEAM MONITORING & DECSION MAKING DISTRICT SUPPORT AND COACHING Those lessons on “paying attention” are paying off!! Adapted From Oregon Reading First

11. Critical Features: Schoolwide Reading Model MATERIALS & INSTRUCTION TIME & GROUPING ASSESSMENT & DATA UTILIZATION SCHOOL ORGANIZATION & SUPPORT PROFESSIONAL DEVELOPMENT SCHOOL & DISTRICT LEADERSHIP COACHING Oregon Reading First

12. Critical Features: RTI for SPED EFFECTIVE PROBLEM SOLVING TEAM (EXPERTISE) STANDARDS-BASED CORE CURRICULUM (>=80% EFFECTIVENESS) ON-GOING ASSESSMENT SYSTEM (SCREENING/PROGRESS) CONTINUUM OF INTERVENTIONS PROFESSIONAL DEVELOPMENT DISTRICT & SCHOOL LEADERSHIP POLICIES & PROCEDURES Adapted From Oregon Reading First

13. EBISS Activities Training district leadership teams on the Critical Features of:  District-wide implementation  School-wide PBS implementation  School-wide Reading model  RTI for LD identification Provide technical assistance to districts leadership teams to assess current level of implementation of Critical Features and map out a five year action plan

14. LEVEL Training & Technical Assistance (TA) Districts Coaching Districts receive some financial support through SPDG funding to hire District- Level PBS/RTI/Reading Coaches (<.2FTE) - Many EBISS Districts hire Coaches at.5 or greater Training Support building-level teams and links school to necessary training opportunities (regionally and statewide) Regional Coaching & Training PBS Initiative supports Regional-Level PBS Coaches to: -provide TA to district-level coaches - support the organization of data and data analysis -Train district and school building leadership teams State Coaching & Training RTI and PBS Initiatives support State-level RTI/PBS Coaches SPDG supports 5 EBISS Coordinators (with varying FTE -.5 – 1.0) to: - Support the organization of data collection, - Train EBISS District Leadership Teams, provide TA on District Support/Action Plan - Link EBISS Districts to regional and state-level training based on District Support/Action Plan Cross State National TA Centers, Community of Practices, SISEP and Scaling-up opportunity

15. EBISS Activities Continued Link districts to current professional development activities occurring throughout Oregon from various Initiatives and efforts. Create tools for implementation – including District Self-Assessment and Support Plan

16. DISTRICT LEADERSHIP & COMMITMENT 1. District has a leadership team for EBISS that includes district-level administrators (representing C & I, Sped, Title, ELL, Counseling, etc.) and school leaders, as needed. (Referred to as “Team” in the rest of this document). 2. Team meetings are scheduled at least every other month throughout the year. 3. District has policies and school improvement goals related to implementing evidence-based academic and behavioral practices. 4. District has policies and procedures for LD identification within an RTI framework.

17. COORDINATION & COACHING 1. Team has identified specific individual (s) to coordinate EBISS activities and plans. 2. Team has identified specific individual (s) to provide coaching to schools implementing EBISS activities. 3. Team has identified specific individual (s) to serve as site-based experts to support EBISS activities (literacy and behavior specialists, team facilitators, etc.).

18. SCHOOL IMPLEMENTATION GOALS SW Reading Model-Elementary (Based on Annual Data) 1. At designated EBISS schools, overall implementation of SW-Reading model is >= 80%, as measured by the Planning and Evaluation Tool- Revised (PET-R). 2. At designated EBISS schools, 80% or more students are at benchmark level in reading. 3. At designated EBISS schools, 5% or fewer students are at intensive (i.e., tier 3, high risk) level in reading.

20. Summary ODE is partnering with districts to: Better understand the critical features of systems-level implementation of PBS & RTI:  District Leadership and Commitment  Access to Coaching and Training  Funding, etc Assess a districts’ current status with systems- level features Set up professional development and technical assistance activities designed to increase their capacity to adopt, implement, and sustain RTI & PBS  E.g. of 1 activity – ODE provides a stipend to EBISS districts for a Coach. Districts must create an action plan to address sustaining the funds for coaching over time.