Oregon Abstract or Conceptual Framework for State Systemic Change

Oregon’s State Improvement Plan for Special Education – Project PURSUIT; Providing Ultimate Results for Students Using Improved Teaching– will support partnerships among the Oregon Department of Education, five campuses of the Oregon University System – the University of Oregon, Portland State University, Eastern Oregon University, Western Oregon University, and Southern Oregon University – five education service districts (Oregon’s internal education service unites), local school districts and the Coalition in Oregon for Parent Education. Partnerships will be formed to support three goals:

• Students with disabilities will improve significantly in reading achievement;
• Students with disabilities will have greater access to the Oregon Statewide Assessment System at their appropriate instructional levels; and
• Highly qualified special education personnel will be recruited and retained.
  

To arrive at these goals, four distinct needs were identified by educators and parents and informed and driven by data provided by the Teacher Standards and Practices Commission, the Oregon University System, and the Oregon Department of Education. Other data sources include surveys, institute and workshop evaluations,

• Children with disabilities demonstrate low levels of achievement in reading;
• Children with disabilities have low levels of participation in statewide assessments and those who participate demonstrate poor performance in assessments;
• Teacher attrition in general and special education remains high and is growing; and
• Teachers are in great need of strategies for differentiating instruction, increasing participation in assessment, and teaching reading.

To respond to these needs, the Oregon Department of Education will enter into partnerships to improve the identification and diagnosis of reading difficulties in students with disabilities, to improve reading instruction, to include greater numbers of these students in the Oregon Statewide Assessment System, and to support recruitment and retention efforts statewide. The Department will contract with the Coalition in Oregon for Parent Education to develop more comprehensive relationships with the educational system for parents of children with disabilities. Additional partnerships are non-contractual and include colleagues involved in the education of children with disabilities.

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Oregon Basic Information

Project Title	Oregon State Improvement Plan for Special Education: PURSUIT: Providing Ultimate Results for Students by Using Improved Teaching
Primary Contact Person	Jackie Burr
Address	Oregon Department of Education Office of Special Education 255 Capitol Street N.E. Salem, OR 97310
Phone	503-378-3600 X2310
Fax	503.378.5156
Email	jackie.burr@state.or.us
Web site	One will be available in Spring 2002. ODE website is: http://www.ode.state.or.us/sped/index.htm
Date SIG Application was Written or Submitted	Feb. 13, 2001
Begin and End Dates for Funding	Aug. 1, 2001-July 31, 2006
Funded Amount:	$850,000/year
Who Wrote the Application:	SEA staff

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Oregon Improvement Strategies

1. What products are planned for development?

• Five reading instruction modules per year: Year one modules include learning characteristics of students with disabilities; modifying reading instruction for students with disabilities; supporting students with disabilities with disabilities in the reading curriculum; understanding impact of disabilities on the learning process; aligning IEP goals and objectives to state standards
• Training modules on use of assessment to inform instruction, active parent involvement; accommodations and modifications; assessment options and implications; IEP team decision-making practices. Training module content for years 3-5 will be developed for reading and assessment based on future needs assessment and evaluations from previous module training.
• Web sites for effective reading; assessment issues related to students with disabilities; and recruitment and retention of special education teachers.
  

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2. What interstate connections are planned?

• Continue focused training with other states on Assistive Technology (WI) and Mobility Training (PA.)
• Continue involvement with the Western Regional Resource Center Regional CSPD/SIG workgroup for on-going connections to western states, common problem solving, information sharing, lack of uniformity and reciprocity in credentialing of teachers

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3. What strategies are planned for service delivery?

• The three SIG goals are an integral part of the ODE’s System Priorities of Reading, Reform (Certificate of Mastery), Diversity. This grant will support and enhance those priorities.
• Collaborate with Teachers Standards and Practice Commission and IHEs to revise pre-service training in reading instruction.
• Develop training modules for reading and assessment. Use interactive strategies such as CD-Rom, V-Tel in dissemination and training of the modules.
• Hire Project Reading Specialist and Project Assessment Specialist.
• Establish, expand and maintain the Oregon Special Ed (OSE) web pages for Reading, Assessment and Recruitment and Retention. These will include current, scientifically based information; related professional development opportunities; links to national sites; interactive feedback form for parent and teachers; interactive technical assistance; highlights of successful school and student progress; JOBS clearinghouse, online application process.
• Provide professional development in-service to parents, teachers and administrators on the reading and assessment modules. Conduct special education strands for major state conferences.
• Collaborate with IHEs to infuse reading and assessment modules into pre-service coursework. Use a train the trainers model with IHE staff.
• Collaborate with statewide parent organization to provide parents information on reading and assessment through an extensive training program. Use a train-the -trainers model.
• Collaborate with Oregon Paraeducator Task force to develop system support for paraeducators.
• Collaborate with Oregon University System and LEAs to develop "Grow Your Own" (GYO) programs. Build middle and high school recruitment programs. Collaborate with ESDs/LEAs to design and implement beginning teacher mentor programs.
• Contract for SIG evaluation.

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4. What partnerships are intended?

ODE will collaborate with the following:

• Teachers Standards and Practices Commission (TSPC) to review and revise certification policies.
• Coalition in Oregon for of Parent Education (COPE) to assist parents to be actively involved in reading and assessment goals.
• Confederation of Oregon School Administrators (COSA) to set up regional training institutes.
• Oregon Education Association (OEA) to disseminate training materials including compact disks.
• Oregon School Board Association (OSBA) to assist LEAs on changes in policy and procedures.
• The State Advisory Council for Special Education (SACSE), Cooperative Personnel Planning Council (CPPC), State Interagency Cooperative Council (SICC) as state advisory groups.
• Five Institutions of Higher Education (the University of Oregon, Western Oregon University, Portland State University, Eastern Oregon University, and Southern Oregon University,) corresponding education service districts (ESDs) and local education agencies (LEAs) are contractual partners. See below.

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5. What type of contracts or subgrants are intended to partners, LEAs, IHE, PTIs, and others (including lead agency under Part C)?

• Interagency Agreement Contract with ESDs for 3 FTE positions: Reading Specialist, Assessment Specialist, Secretary.
• Coalition in Oregon for Parent Education (COPE) to create ongoing parent training related to reading and the assessment processes.
• Interagency Agreement Contract with Western Oregon University-Teaching Research Division for recruitment and retention of special education and related services personnel including Grow Your Own (GYO) programs.
• Interagency Agreement Contract with University of Oregon for evaluation of SIG process and outcomes.
• Grants of $12,000 to 7 LEAs, 5 ESD, and 5 IHEs to add special education strategies to current district reading programs.
• Competitive grants of $10,000 to develop special education reading instruction and assessment modules.

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6. How will resources be pooled with other resources?

OSE work with Oregon Paraeducator Task force to develop system support for paraeducators, implement recruitment and retention of early education service providers, promote preparation of qualified early intervention providers, and provide professional development for personnel to coordinate transitions.

Collaborations with IHEs and TSPC to expand efforts to identify teacher surplus and shortage areas; collaboration with Oregon Education Association, Confederation of Oregon School Administrators (COSA) and community colleges to expand paraprofessional programs.

Collaborations with other sources to develop and implement effective instruction training and behavior training through alternative delivery methods; developing coordinated school-based comprehensive, educational and community supports and services for students, staff and families; collaboration with the Office of Student Services Violence Prevention Institute.

Collaborations to develop induction programs for new teachers.

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7. How specific SIG products, activities, initiatives and strategies are pertinent to Part C (birth to 3, infants, toddlers and their families)services and activities in your state?

Oregon has a seamless Birth to 12 system. The Oregon Department of Education is the lead agency for Early Intervention (EI). All personnel development activities that are appropriate for teachers and families of students ages 3-21 will also be offered to EI providers.

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