Welcome to the Oregon Scaling-Up
Effective Behavioral and Instructional Support Systems (EBISS)
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Effective
Behavioral and Support (EBISS)
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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)-
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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)-
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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)-
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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 and systemic 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
