2006 Oregon State Personnel
Development Grant Abstract
| Grant/Contract # | H323A060007 |
| Program | State Personnel Development Grants Program |
| Competition | State Personnel Development Grants |
| Title | Oregon Department of Education Personnel Improvement:
Effective Behavioral and Instructional Supports for all Students (EBISS) |
| Project Director(s) | Latini, Nancy |
| Organization | Oregon Department of Education |
| Address | |
| Telephone | 503-947-5702 |
| Fax | 503-378-5156 |
| nancy.latini@state.or.us |
|
| Beginning Date | 10/1/2006 |
| Ending Date | 9/30/2011 |
Purpose
This project will implement strategies to recruit and retain highly
qualified special education teachers;
provide professional development activities on scientifically based
instruction; and sustain the use of research-based practices.
Method
The project is a joint effort between the Oregon Department of
Education, the University of Oregon, Portland State University, Nova
Southeastern University, the Pennsylvania College of Optometry, and
Oregon School Districts and Early Intervention/Early Childhood Special
Education Programs. Efforts will focus on the training recruitment and
retention of special education teachers, speech and language
pathologists, and orientation and mobility specialists. The project
will also focus upon replicating statewide the Positive Behavioral
Support (PBS) and Response-to-Intervention (RtI) systems of support
that have proven successful in decreasing discipline referrals and
increasing academic achievement scores in two Oregon school districts.
Training for the implementation will be provided in two cohorts of 22
school districts each.
Products
Anticipated outcomes are: (a) scaled-up academic RtI practices and
scaled-up PBS practices, especially intensive-level practice so that an
increased number of districts are implementing both of these practices;
(b) increased numbers of highly qualified speech and language
pathologists, special education teachers, and orientation and mobility
specialists; (c) PBS systems established in high schools and early
childhood programs; and (d) academic systems established in early
childhood programs and middle and high schools that connect assessment
to instruction and that use research-based strategies.