LOCAL SERVICE PLAN Douglas Education Service District - Douglas ESD
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2021-22
Douglas Education Service District
LOCAL SERVICE PLAN
1
2
Message from the Superintendent
I
n normal years, the local At the end of last school year, talents of this small group of people
service plan process begins in the transfer of the Douglas County could also help school districts. In
August with a Superintendent Science, Technology, Engineering, developing a new school transfer
Retreat hosted by the Ford Arts and Technology (STEAM) hub workflow at no cost, they’ve helped
Family Foundation, to plan to Douglas ESD was completed. districts streamline the student
strategically around collective Our goal in taking on this project transfer process and made it more
priorities and aspirations for our is to better align the STEAM Hub family friendly. EID work on an
students in Douglas County. The with the CTE and Measure 98 goals updated homeschool registration
pandemic made that impossible of districts and use the proceeds system should also pay benefits
this year. In September when it from various (STEM/STEAM) as students who have entered
became clear that the disruption of grant streams to augment and homeschool will not mistakenly
the school year would be complete, amplify the work be counted against
superintendents agreed to suspend occurring in districts. district graduation
our normal process of reviewing the These efforts apply and dropout rates.
local service plan and in essence, directly to district The Regional
“roll over” the current service goals of increasing Educator Network
structure into 2021-2022. However, career pathway (REN) and Safe
there are some important new opportunities for Routes to School
additions to ESD services to report students. are both new
to school boards. On the Early programs within
The ESD continues to be guided Childhood front, the Instructional
by the strategic goals of the Douglas ESD will take Department at the
superintendent’s group first over responsibility for ESD. The REN is
established in 2016-17, which are: Child Care Resource led by a committee
■ Expand Behavioral Intervention and Referral, a grant- Michael Lasher of educators who
across K-12. funded program Douglas ESD Superintendent represent each of
■ Continue to Support Early from Oregon’s Early the districts in
Childhood Initiatives. Learning Division, our region to meet
which will add eight additional staff the legislative goal of including
■ Increase career pathways in two counties to support childcare educator voice in professional and
opportunities for secondary providers, including schools, with career development systems. Safe
students including Career Technical professional development, coaching Routes to School is a small grant
Education, increased electives, and and technical assistance. As the from the Oregon Department of
alternative learning opportunities. state of Oregon continues to expand Transportation promoting bicycle
■ Expand teacher recruitment, early childhood education and safety and projects to improve
retention, and training efforts childcare availability, Douglas ESD walking and biking access to
across Douglas County. is uniquely positioned to leverage schools.
This year Douglas ESD received state investments to benefit Douglas Douglas ESD is also continuing its
a multi-year grant to hire a Safe County and the other counties we role to provide technical assistance
Schools Prevention Specialist. serve with the South-Central Early for district Student Investment
This position is designed to train Learning Hub. The Parenting Hub, Account plans. Based on district
and support district staff in the which is also a part of Douglas ESD, goals, we are securing behavior/
identification and intervention of has been working with businesses, SPED coaching to support educators;
students at risk for committing faith-based groups and public hiring skills trainer coaches to
suicide. We have also expanded agencies as the Douglas County support educators working with
supports for students who need Childcare Coalition. The aim of this students struggling with behavior;
behavioral supports by hiring group is to expand childcare options hosting teacher affinity groups for
“skills trainers” to coach and for Douglas County residents new teachers hired in districts with
mentor students at the direction of including teachers. SIA dollars; and facilitating early
therapists. Douglas ESD has also The Electronic Information and learning conversations for districts
joined with Lines for Life https:// Design department was created interested in starting pre-schools.
www.linesforlife.org to support last year to respond to the data With the approval of a Covid-19
a regional coordinator of suicide reporting needs of various early vaccine(s), we can see the light at
and substance abuse prevention childhood systems, however, it the end of the this long, arduous
activities associated with this non- soon became apparent that the tunnel that has been the 2020-
profit.
3
Table of Contents
21 school year. After ESD nurses and “How do we meet the even likely have the resources to expand
have completed vaccinating school more diverse needs of learners who services and our practice beyond
personnel, hopefully before the have been negatively affected by what we have known in the past
end of March, we can all turn our the disruption to their educational for the betterment of all children in
attention to the future, including career?” Douglas County.
the strategic question: “What did With a strong recommendation Respectfully submitted,
we learn during the pandemic and from the Governor in her budget to
how can we use this to inform continue and expand investments in Michael Lasher
educational practice in the future?” K-12 and early learning, we will all Douglas ESD Superintendent
Table of Contents
Message from the Superintendent......................3-4
Our Component School Districts......................5
Our Mission | Education in Douglas County......................6
Douglas ESD Leadership......................7
About the Local Service Plan | Board Goals......................8
Agency Funding......................9-10
Special Needs Services......................11-15
Behavioral Services......................16
Early Learning.....................17-19
Education Services.....................20-22
Information Technology......................23
Administrative and Support Services......................24-25
Print Services......................25
Survey Results......................26-30
4
Our Component School Districts
North
Douglas
Elkton
Yoncalla
Oakland ◆
Sutherlin
Roseburg Glide
Winston-Dillard ◆
South Umpqua ◆ Days Creek
Camas Valley ◆
Riddle ◆
Glendale
CAMAS VALLEY SD #21 NORTH DOUGLAS SD #22 SUTHERLIN SD #130
Superintendent: Don Wonsley Superintendent: Jody Cyr Superintendent: Terry Prestianni
don.wonsley@camasvalley.k12.or.us jody.cyr@northdouglas.k12.or.us terry.prestianni@sutherlin.k12.or.us
DAYS CREEK SD #15 OAKLAND SD #1 WINSTON-DILLARD SD #116
Superintendent: Steve Woods Superintendent: Patti Lovemark Superintendent: Kevin Miller
steve.woods@dayscreek.k12.or.us patti.lovemark@oakland.k12.or.us kevin.miller@wdsd.org
ELKTON SD #34 RIDDLE SD #70 YONCALLA SD #32
Superintendent: Andy Boe Superintendent: Dave Gianotti Superintendent: Brian Berry
andy.boe@elkton.k12.or.us dave.gianotti@riddle.k12.or.us brian.berry@yoncalla.k12.or
GLENDALE SD #77 ROSEBURG SD #4
Superintendent: David Hanson Superintendent: Jared Cordon
david.hanson@glendale.k12.or.us jcordon@roseburg.k12.or.us
GLIDE SD #12 SOUTH UMPQUA SD #19
Superintendent: Mike Narkiewicz Superintendent: Kate McLaughlin
mike.narkiewicz@glide.k12.or.us kate.mclaughlin@susd.k12.or.us
5
Our Mission | Education in Douglas County
O
ne of the many roles of the Glendale, Oakland and Yoncalla. cooperation among the districts and
Douglas ESD is to provide Central, midsized school districts the ESD results in higher-quality,
services to administrators, are South Umpqua, Winston-Dillard, less-expensive and more diversified
teachers, staff and students Glide, Roseburg and Sutherlin. services.
in our 13 local component Education service districts were We strive to ensure all students in
school districts. created in part to provide cooperative our 13 Douglas County component
Education in Douglas County services to school districts and to school districts have access to the
covers 5,071 square miles, support students within our region same types of services available
containing the rural locales of Camas with cost-effective professional to those in a Portland, Salem or
Valley and Days Creek as well as the assistance. Our mission is to add Eugene school district by working
small towns of Elkton, Drain, Riddle, value to public education so that together cooperatively.
The Mission of an ESD is: To assist school districts and the Department of Education in achieving
Oregon’s educational goals by providing equitable, high-quality, cost-effective and locally responsive educational
services at a regional level.
E
ducation in the early days of cabin. Oakland — which holds the today there are 14 school districts
our county was as rustic as state designation as school district in Douglas County. Of those 14,
the people who founded it. No. 1 — organized as a district Douglas ESD’s component districts
Once Oregon settlers in 1854. That same year schools include all but the Reedsport
founded a community, schools began operating in Myrtle Creek, School District, which is tightly
soon followed. Pioneers Umpqua and the Winston-Dillard connected and served by the coastal
could load precious little on their area. Roseburg, which eventually communities and South Coast ESD.
wagons. But they made space consolidated 16 smaller school Over 16 decades later, schools
for their books, and carried the districts, began as a private school look very different from those
tomes thousands of miles across in 1854. At one point, there were 171 known to the first settlers, but the
the country. These books formed tiny school districts, often single- fundamental mission remains the
the foundation upon which early room school houses. same — to provide Douglas County
education was built. Mergers and consolidation children with the best possible
Early schools in Douglas County winnowed those old buildings and education.
were rudimentary, and there was
no mandate to keep records of
student attendance or achievement.
School buildings themselves were
transient and often served other
purposes through the year. Records
and schoolhouses that did exist
were often lost during mergers or to
disasters, like a fire.
Mid-19th century was a boom
era for Douglas County education.
Research by local historians
suggests that the first schools in
the county sprung up in Days Creek,
Elkton, Oakland, Glide, Umpqua,
Winston-Dillard and Yoncalla.
Days Creek saw the first school
established in 1854 in a small log
6
Douglas ESD Leadership
BOARD OF Hank Perry Gina Stewart
DIRECTORS
Hank.Perry@desd.k12.or.us Gina.Stewart@desd.k12.or.us
Board member since 2004 Board member since 2017
Zone 3 | Term expires June 30, 2023 At Large Position 1
Term expires June 30, 2021
Meredith Bliss Mike Keizer
Meredith.bliss@desd.k12.or.us Mike.Keizer@desd.k12.or.us Chris Rusch
Board member since 2019 Board member since 2017 Chris.Rusch@desd.k12.or.us
Zone 1 | Term expires June 30, 2023 Zone 4 | Term expires June 30, 2021 Board member since 2013
At Large Position 2
Harry McDermott, Vice Chair Anita Cox, Chair Term expires June 30, 2023
Harry.McDermott@desd.k12.or.us Anita.Cox@desd.k12.or.us
Board member since 2001 Board member since 2013
Zone 2 | Term expires June 30, 2021 Zone 5 | Term expires June 30, 2021
Douglas Education Service District
Superintendent
Organizational Chart – 2021-22 Michael
Lasher
Special Projects Exec. Assistant &
Project Manager
Director
Veronica
Jack Musser Van Drimmelen
DEPARTMENT HEADS
Assist. Superintendent S.C. Early Human Electronic Chief Information Deputy Chief
of Special Education Learning Hub Resources Information and Officer Superintendent Financial
Bryan Hinson Director Director Design Manager Asthika Welikala Analicia Nicholson Officer
Gillian Wesenberg Holly Hill Alysha Barraza Rachel
Amos
EI/ECSE Regional OTAP & RSOI Speech SPED SPED Education Education Behavioral Health Program
Director Coordinator Coordinator Coordinator Coordinator Services Services Services Director Coordinator
Sondra Williams Debra Fitzgibbons Angela Ryan Coordinator Coordinator Alison Julie Hurley
Melissa
Taylor-Bowen Keeran Chandler Debbie Price Jeneen Hartley Hinson
SPED Jackson Co. Jackson Co.
Coordinator Program Program
Angela Keeran Coordinator Coordinator
Stacy Inman Darcy Larson
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About the Local Service Plan | Board Goals
T
he Local Service Plan is how Douglas ESD
communicates our full range of services to Funding Sources
school districts, allowing educational leaders an
opportunity to review and give feedback on how The Local Service Plan is developed in
we can better serve the districts. partnership with our component school districts.
We specialize in four main service areas: The plan details how various programs and services
■ Services to children with special needs are funded, including through the resolution process
■ Instructional services, curriculum and professional
development
with school boards, direct contracts with school
■ Information technology districts, state-provided funding for services and
■ Administrative services including, fiscal, printing through philanthropic grants.
and communications
Beyond our mission and geographic boundaries of
Douglas County, the Douglas ESD serves an even larger
region through several statewide contracts. Resolution process with school
Those contracted services include: boards and direct contracts
■ Early Intervention/Early Childhood Special with school districts
Education in Douglas, Jackson, Josephine, Klamath and
Lake counties
■ South-Central Oregon Early Learning Hub in
Douglas, Lake and Klamath counties
■ Oregon Technology Access Program, statewide State-provided
■ Regional and Statewide Services for Students with funding for services
Orthopedic Impairments
Among our main services areas is a wide range of
programs, from behavioral supports and speech and
language services to career and technical education
assistance. In adapting our services to meet the
priorities identified annually by superintendents, we Philanthropic grants
have also helped to boost mental health services for
students, increased preschool enrollment, and assisted
with recruiting teachers.
DOUGLAS ESD
BOARD GOALS GOAL #3 Douglas ESD will support the shared goals
of district superintendents, expand service offerings
through the Local Service Plan to meet those goals, and
GOAL #1 Douglas ESD commits to providing continue to provide services to improve school district
leadership and increased capacity in early learning, efficiencies.
behavioral intervention, career technical education,
GOAL #4 Douglas ESD will increase visibility and
K12, and post-secondary education to support the
region in meeting the ESSA (Every Student Succeeds
Act) goals. knowledge of services available throughout the broader
regional community.
GOAL #2 Douglas ESD will be recognized as the go-to
agency in Douglas County and beyond for contracts and GOAL #5 Douglas ESD will pursue the development of
initiatives relating to student achievement and school an early learning and parenting resource center to meet
district support and equity. the needs of ESD programs, staff, and the community.
8
Agency Funding
T he Douglas ESD receives 22 percent of its revenue from our tax base and the state school fund. Other
funding for our organization comes from grants, contracts and substitute/district purchases. Contract
funding is our largest revenue stream and it goes to the support of programs like our early learning hub
and other statewide programs.
Douglas ESD
General Fund
Expenditures
An Education Service District plays a key role in: Ensuring an equitable and excellent
education for all children in Oregon; Implementing the Oregon Educational Act for the 21st century; Fostering
the attainment of high standards of performance by all students in Oregon’s public schools; Facilitating
organizational coordination and cooperation among educational, social service, health care and employment
training agencies.
9
Agency Funding
Douglas ESD
Revenue
Douglas ESD
General Fund
Revenue Detail
10Special Needs Services
RESOLUTION &
and communication skills. Students
PARTNERS IN SERVICE also are coached to make choices
CONTRACT SERVICES through the use of assistive
T
technology, such as switches and
he Southern Oregon Regional buttons. The class also makes
Programs for the Visually Autism weekly visits to the YMCA of
Impaired and Deaf/Hard of ■ Number of FTE: 1.75 Douglas County to go swimming.
Hearing provide services in ■ How it’s funded: ESD General Fund Students in the program frequently
(Partial) & State Contract (Partial) participate in general education
Douglas, Jackson, Josephine, ■ Cost to districts: FREE programs with other students in
Klamath and Lake counties. their age groups.
Program staff members in Douglas The Douglas ESD works closely
County are based at the Douglas with the Southern Oregon Regional
Autism Team and the Oregon
Nursing Services
ESD site on Stephens Street. ■ Number of FTE: 6.0
Autism Commission to ensure we
Itinerant teachers for the visually are providing, to all staffs and ■ How it’s funded: ESD General Fund and
impaired provide assessment of districts, training and coaching that contracts with districts.
vision needs, ongoing in-service follows best practices for children ■ Cost to districts: Subsidized cost
with autism. dependent on district size
consultation for classroom
teachers and support staff, This training and coaching helps
develop professionals who are School nursing services provide
compensatory skills development qualified to meet the needs of our the following services to districts:
(such as braille, orientation/ students. chronic disease management;
mobility, use of appropriate care coordination between home,
school and community health
assistive technology), equipment Complex Needs Classroom care resources; required training
and materials (curriculum, ■ Number of FTE: 3.0 for school personnel regarding
educational aids), individualized ■ How it’s funded: ESD General Fund medication administration in
instruction, home instruction ■ Cost to districts: FREE schools; treatment of severe allergic
and parent training, transition reactions (use of EpiPens, for
The Complex Needs Classroom, example) and training on diabetes
activities and also social and
operated by the Douglas ESD and and glucagon.
recreational opportunities to located at Fir Grove Elementary in Our nursing staff members
further communication and pro- Roseburg, serves medically fragile also delegate tasks to individual
social behaviors. students whose disabilities are school staff members for students
Teachers for the deaf and hard restrictive enough that general with complex medical needs. In
education classrooms don’t addition, they assist with school
of hearing deliver instruction
suit their needs. These children district health care decisions and
through infant/parent home often have a number of medical policies and also write protocols
intervention programs, preschool, complications. Most have varying for numerous health conditions.
elementary and secondary degrees of visual impairments and Other activities and services, too
levels. Direct instruction includes all are in wheelchairs. numerous to list, are provided
At least once a week, occupational, according to school district needs.
language, auditory compensation,
physical and visual therapists and
cognitive development, reading/
comprehension skills and
a registered nurse visit to help
classroom staff develop or refine
Special Education
academic subjects based on instruction. Douglas ESD provides Administrative Support
the district’s curriculum and the this specialized classroom to all ■ Number of FTE: 2.5
student’s needs. Assessment, member school districts. In the ■ How it’s funded: Contracts with districts
assistive technology, training
past, students from as far as Drain ■ Cost to districts: Dependent on size and
and Canyonville have traveled to complexity per district
in communication and many the CNC. Students can range in age
more services are provided to from pre-kindergarten to 21 years Douglas ESD offers Special
students, parents, school staff old. Education Administrative Support
and community members. Classroom activities are designed to school districts through a team
to strengthen and build on motor of special education administrators
11Special Needs Services
Students participate in a PartnerSports Camp activity.
and consultation services.
Special Education Evaluation
children with any special education
These contracted specialists eligibility. School psychologists
provide districts with up-to-date and Support (SEECS) knowledgeable in differential
support on the special education ■ Number of FTE: 4.25 diagnosis are able to help districts
process and compliance reporting. ■ How it’s funded: Contracts with districts assess students with accurate
Administrators help ensure & ESD General Fund eligibilities.
district compliance and offer ■ Cost to districts: Subsidized cost All districts contracting for these
state-of-the-art guidance for dependent on district size services receive coaching and
special education practices within modeling for students with autism
each district. They also keep up Support from a licensed school spectrum disorder and traumatic
with new interpretations of rules psychologist, expertise in autism brain injury.
and procedures, best practices, spectrum disorders and traumatic
monitoring and state reporting.
Each participating school district
brain injury are all part of the
support available to school districts
Speech-Language Therapy
is assigned a special education through the SEECS program. Program
administrator, who ensures each This contracted service helps ■ Number of FTE: 16.4 SLPs; 10.0 SLPAs
district is receiving the best services school districts ensure that special ■ How it’s funded: ESD General Fund
at the lowest cost. education evaluations and ■ Cost to districts: FREE
re-evaluations are conducted by
specialists who are trained to assess For more than 30 years, certified
12Special Needs Services
OTAP/RSOI
speech-language pathologists and by occupational therapists, physical
licensed speech language pathology therapists, a complex needs nurse
assistants have been boosting and other consultants.
BY THE NUMBERS•2019-20 communication skills for Douglas
Juvenile Department
County students coping with
2,176
difficulties in learning to listen,
speak, read and/or write. Speech Education Program
receive OTAP/RSOI newsletters and and language services are provided ■ Number of FTE: 1.0
event emails.
in all school districts in Douglas ■ How it’s funded: State Contract
County. At any given point in the ■ Cost to districts: FREE
school year, over 1,000 students are
39 receiving direct and/or consultative
and collaborative services through
Douglas ESD contracts with the
virtual newsletters were distributed. Oregon Department of Education
the program. to run the Juvenile Detention
There is a local and national
82,725
Education Program. The mission
shortage of speech language of this program is to provide a
newsletter views across four pathologists, so the Douglas ESD is high-quality education to students
involved in ongoing efforts — what detained in the Douglas County
continents. could be called a grow-our-own juvenile detention center. Education
program — to recruit, train and
46
is provided by a licensed teacher
retain these specialists. We are who supports students who are
exploring new programs to meet detained.
face-to-face and webinar trainings
needs of students in specialized In the program:
delivered. areas of communication, as well ■ Assessment is a critical
as meet or exceed the national
1,042
component in education of the
standards set by the American student.
Speech Language Hearing
people attended trainings. Association (ASHA). Examples ■ Standards-based instruction
include the augmentative and is used to promote success and
1,487 alternative communications encourage graduation.
■ Services are delivered by
certificates were issued for 1,487 assessment services initiated in the
2018-19 school year, 21st-century qualified professionals.
contact hours for trainings. supports through technology, and ■ The physical, emotional and
screening processes that address social safety of students and staff
28 the broad scope of supports and
needs for students.
are priorities.
people from three statewide teams ■ ESD collaborates with partners,
including parents, county juvenile
participated in 2019-20 AT Teams
departments, the Oregon Youth
Project. STATE-FUNDED Authority, school districts,
education service districts, mental
142 Low-incidence itinerant/
health and other community
groups.
professionals and parents attended the Consultive Services ■ GED prep courses are offered.
annual two-day Feeding Seminar. ■ Number of FTE: 1.5 ■ Credit recovery options are
■ How it’s funded: State Contract and ESD provided.
210 General Fund (partial)
■ Cost to districts: FREE
■ College-level CLEP testing is
professionals and parents attended the offered.
three-day virtual combined OTAP/RSOI Consultative services are
■ Employment coaching is
available for students.
annual conference, AT-TIES Together. provided for students with
39
orthopedic impairment, autism
spectrum disorder, traumatic
sessions were offered over the course brain injury and/or other health
of the AT-TIES Together conference. impairment with significant motor
involvement. Services are provided
13Special Needs Services
Oregon Technology Access
Program (OTAP)
■ Number of FTE: 1.7
■ How it’s funded: State Contract
■ Cost to districts: FREE
Assistive technology empowers
learners of all ages to better access
their environments with tools and
strategies to overcome potential
barriers. This includes tools for
communication, mobility, access
to curriculum, alternative methods
of computer access, access to
recreational opportunities, job
readiness, independence and
therapy.
Oregon Technology Access
Program (OTAP) services include
consultation and support for
assistive technology, augmentative Students participate in PartnerSports Camp.
and alternative communication
(AAC), and accessible educational
materials, AEM. OTAP provides from districts, families and service from birth to 21.
resources for those who support agencies for program focus and RSOI is funded by a grant
people with disabilities, from activities. In addition, OTAP’s from the Oregon Department of
birth to age 21. Professional Professional Learning Team, which Education. It’s purpose is to provide
development offerings include the consists of representatives from support for low-incidence learners,
annual technology conference, now across the state, provides input to particularly those with orthopedic
combined with the annual TIES ensure its services are timely and impairment. This grant has been
Conference, Therapy in Educational relevant. OTAP services are available housed at the Douglas ESD for more
Settings. This new pairing is to districts, staff and families than 30 years.
expanded to three days of sessions statewide. OTAP is administered RSOI delivers training for a
from local, state and national by Douglas ESD, under contract variety of professionals, including
experts. with the Oregon Department of physical therapists, occupational
The AT Teams Project is training Education. The program has been therapists, speech pathologists,
to assist districts in developing an integral component of the special education teachers, nurses
and implementing processes for Douglas ESD since 1988. and administrators. Through RSOI,
providing assistive technology and these professionals have access to
accessible educational materials statewide conferences, technical
supports in their respective Regional Services for Students manuals, technical assistance and
districts. OTAP also provides with Orthopedic Impairments customized training, delivered
customized, on-site workshops, as live and via virtual formats.
well as remote training via webinars (RSOI) RSOI provides remote training
and recorded video, including ■ Number of FTE: .7 via webinars and recorded video,
ECHO Voices in partnership with ■ How it’s funded: State Contract including ECHO TIES, Therapy in
the University of Wyoming ECHO ■ Cost to districts: FREE Educational Settings. ECHO TIES is
networks. ECHO Voices supports in partnership with the University
those who work with learners with RSOI provides services to of Wyoming ECHO networks. The
complex communication needs. professionals, students and ECHO TIES network supports
The program maintains a short- families to support learners with those who work with learners with
term loan library of assistive orthopedic impairments. RSOI also orthopedic impairment. ECHO
technology and materials to provides support for learners with sessions are based on feedback from
districts and families for trial before complex feeding needs in the school focus groups and regional programs
purchase. OTAP solicits guidance environment. RSOI serves learners about training topics identified as
14Special Needs Services
relevant statewide.
RSOI supports feeding teams
Transition Network partnerships in Douglas, Coos and
Curry counties. These partnerships
throughout the state to ensure ■ Number of FTE: 2.0 bring together educational
safety for learners who must be fed ■ How it’s funded: Oregon Department staff, vocational rehabilitation,
in their school environments. RSOI of Education Grant developmental disabilities
also supports provision of accessible ■ Cost to districts: FREE networks, community partners and
educational materials for access to parent advocacy services.
curriculum, particularly for those The Douglas ESD has partnered In addition, Pre-employment
with deficits in motor/sensory with the Oregon Department Transition Services (Pre-ETS)
skills. The RSOI database currently of Education to improve post- works with local school districts
provides information and training educational outcomes for students to coordinate and create the
to more than 2,200 people. with disabilities. In April 2013, provision of Pre-ETS and to build
RSOI coordinates an annual then-Gov. John Kitzhaber signed partnerships with community/
statewide feeding seminar. The an executive order to improve county/state agencies and school
seminar covers two days of relevant Oregon’s delivery of employment districts.
topics by state and national experts services for people with intellectual
and developmental disabilities.
Youth Transition Program
in the field. RSOI also delivers
an annual statewide conference, The order also aims to integrate
TIES, Therapy in Educational employment for individuals with ■ Number of FTE: 2.0
Settings. This conference is now intellectual and developmental ■ How it’s funded: Contracts with districts
combined with the AT NOW disabilities, employment that is and DHS
assistive technology conference. consistent with their abilities and ■ Cost to districts: Subsidized cost based
AT-TIES Together is expanded choices. Another part of the goal on district size
to include three days of sessions is to employ them in a field that
from local, state and national benefits individuals, families, our The Youth Transition Program
experts in the areas of therapy communities, the economy and the (YTP) is a collaborative partnership
in educational settings, assistive state. between the office of Oregon
technology (AT), augmentative and Douglas ESD is committed to Vocational Rehabilitation, Oregon
alternative communication (AAC), developing partnerships and Department of Education and the
and accessible educational materials resources that enable a student’s University of Oregon. The purpose
(AEM), all guided by the principles educational team to craft an of the YTP is to prepare youth
of Universal Design for Learning integrated, community employment with disabilities for employment
(UDL). These conferences bring or a post-secondary education plan. or career-related postsecondary
professionals from across Oregon Through an ODE grant, we are education or training.
and Washington. fortunate to have one of the eight The program is currently available
Transition Network Facilitators through the ESD at Sutherlin High
in the state. The Douglas ESD School, Riddle High School and
Transition Network Facilitator South Umpqua High School.
is serving to develop transition
An ESD’s role is one of leadership and service: Education service districts shall maintain
the distinction between their role as service organizations and the regulatory role of the Department of Education
and other state agencies.
15Behavioral Services
RESOLUTION &
identify them as needing help to certified psychiatric day treatment
enter or return to classes. program through Oregon’s
CONTRACT SERVICES Fully licensed with experience
in schools, the behavior
Addictions and Mental Health
Division.
interventionist may assist districts The classroom is not meant to be
Behavior Intervention Specialist in learning to complete functional a permanent placement and serves
& Behavior Support Services behavioral assessments and only to assist children in gaining
behavior intervention plans. The skills to consistently perform in the
■ Number of FTE: 6.0 interventionist may also support general academic class. Students
■ How it’s funded: ESD General Fund & a family that is trying to access may stay in the class until they are
contracts with districts
mental health or other support capable of maintaining appropriate
■ Cost to districts: Based on level of agencies. Other services may be behavior in the regular academic
support and days of service per week
provided at district request. class through the use of effective
coping skills, interventions and
The behavior interventionist
Education Support —
individualized learning strategies.
spends time weekly in each district
The therapeutic learning class
that contracts for this service to
help school districts with classroom
Director of Behavioral Health incorporates a balance of
and student-specific issues that ■ Number of FTE: 1.0 academics and classroom behavior
may impede learning. ■ How it’s funded: ESD General Fund management, with evidence-
Using a school district’s positive ■ Cost to districts: FREE based therapeutic practices. Some
examples of therapy that may occur
behavior system, the interventionist
The behavior services director in the classroom are individual
may work with the classroom
provides training on classroom therapy, group therapy and family
teacher, principal, student, family
management, student behavior, therapy.
or other agencies to help students
nonviolent crisis prevention train- Family therapy is an important
succeed. Behavior interventionists
ing (student restraint training), part of the program and may take
also use the Ready, Set, Learn
Collaborative Problem Solving, place at the program site, in the
framework, which was designed
Growth Mindset and Positive Be- home or other locations as needed.
to help students in grades pre-
havioral Interventions and Supports Classroom staff all share the same
kindergarten through six whose
(PBIS). This licensed staff member goal of teaching students skills to
behavior disrupts classroom
is a liaison to mental health and cope with emotional difficulties,
learning. Douglas ESD operates the
related services, providing dis- ways to manage disruptive behavior
program, which deploys a team of
tricts with a bridge between mental and how to improve academic
behavior specialists to work with
health and school districts. ability, while also supporting the
families, students and schools.
family.
Although not all Ready, Set, Learn
This program is often used as a
STATE-FUNDED
students share the same types of
step down for children returning
challenges, all face conditions that
from residential placements. The
make it difficult to learn and thrive
staff works frequently with many
in a classroom environment. The
program uses methods known as
Therapeutic Learning Class agencies, including Department of
trauma-informed practices, which
■ Number of FTE: 6.0 Human Services, Greater Oregon
address what happens to children
■ How it’s funded: State Contract Behavioral Health Inc., Court
who have experienced trauma
■ Cost to districts: FREE Appointed Special Advocates, etc.
that increases their chances for
The Therapeutic Learning Class
depression or other mental illness,
is a transitional program serving
chronic diseases and violence. By
students in kindergarten through
increasing children’s resilience
eighth grade. This program
and coping skills, the educational
is designed to help children who
team seeks to improve their
are unable to function successfully
ability to engage and focus on
in a regular academic setting due
school academics. Services may be
to emotional, behavioral, and/or
provided at a child’s school, home,
mental health needs. The program
or sometimes other locations in the
is a collaborative partnership
community. Children are referred
between Douglas ESD and Compass
to the program by schools who
Behavioral Health. Our program is a
16Early Learning
STATE-FUNDED
language, physical, mobility and child’s development needs. These
social or emotional. The child’s services include ECSE classrooms,
needs upon evaluation determine speech and phonology groups,
EI/ECSE Regional Coordination the goals and services offered. and inclusive therapies within
Staff members adapt materials, community preschools. Jackson
for Southern Oregon equipment and the environment County ECSE holds five ECSE sites
■ Number of FTE: 1.8 to help children function and within the county, supporting
■ How it’s funded: State Contract & learn successfully. Early Childhood children who need specialized
Federal funds Special Education services can help instruction and targeting individual
■ Cost to districts: FREE minimize school-age learning goals to prepare children for
problems, increase functional kindergarten. There are two ECSE
The Early Intervention/Early physical abilities, and decrease locations in Medford, one in
Childhood Special Education (EI/ the risk of developing secondary Phoenix, one in White City, and
ECSE) program provides services disabilities. one in Sams Valley. Much like Early
for families with children who have Intervention, each child is assigned
developmental delays. This arm of
EI/ECSE Jackson County
a case manager and services are
the department coordinates EI/ECSE built to meet the child’s needs.
programs throughout the five- ■ Number of FTE: 64.04 (77 staff
county region (Douglas, Josephine, members)
Jackson, Klamath and Lake) of ■ How it’s funded: State Contract, EI/ECSE Douglas County
Southern Oregon. On average, more contracts with Jackson County School ■ Number of FTE: 53 (61 staff
than 1,500 children receive services Districts & Federal Sources. members)
each month. ■ Cost to districts: FREE ■ How it’s funded: State contract, federal
Douglas ESD administers the sources and ESD General Fund
programs in Douglas and Jackson Jackson County Early ■ Cost to districts: FREE
counties and subcontracts with Intervention/Early Childhood
other educational agencies to Special Education (EI/ECSE) More than 400 students, ages
provide the services in Josephine, program was established within birth to 5, in 13 school districts
Klamath and Lake counties. the Douglas ESD in July 2009. The are receiving program services
Douglas ESD is one of nine Jackson County program has many through the Douglas ESD EI/ECSE
agencies contracting with the similarities to the Douglas County program. Children are referred
Oregon Department of Education EI/ECSE program in regards to to the program as a result of
to provide a statewide system of services for children and families. suspected developmental delays or
free services for families of young It supports EI/ECSE services for the other identified disabilities. The
children with developmental nine school districts within Jackson children are evaluated by a team of
delays and disabilities. Oregon’s County, serving more than 800 specialists to determine eligibility.
system of contracting with regional children each year. Evaluations take place four and
coordinating agencies like Douglas The Early Intervention Program, five days a week. EI (birth to 3)
ESD promotes consistent services, servicing families with children services are delivered to children in
program development and qualified ages birth to 3, provides services their natural environments. This
staff statewide that individual within the child’s natural could be a park, a grandparent’s
school districts would find difficult environment. Most services are home, daycare, or anywhere in the
to replicate. delivered in the child’s home community that seems natural to
Early Intervention consists of through a parent coaching the child, though typically it will be
individually designed services for model. Each family is assigned in the child’s home.
children from birth to age 3, as well a case manager, who resides Children are re-evaluated for
as support for parents. The goals on a multidisciplinary team of continued program eligibility prior
are to enhance a child’s physical, Infant Family Teachers, Speech to age 3. Children ages 3-5 are
cognitive, communication, social and Language Pathologists, also referred by parents, childcare
or emotional and/or adaptive Occupational Therapists, and providers, community preschools
development. Early Childhood Physical Therapists to meet each and healthcare providers in areas
Special Education consists of child’s unique needs. that affect development. Children
instruction for children ages 3 to The Early Childhood Special who qualify may receive services
the point at which they are eligible Education Program, servicing in an ECSE preschool classroom.
to attend public school. Types children ages 3 to kindergarten, The ECSE classrooms are located
of instruction include speech/ provides supports based on the throughout the county – Myrtle
17Early Learning
Creek Elementary, Sunnyslope body that pulls together partners, innovative strategies and activities
Elementary, Yoncalla Elementary, the community and resources to that offer:
and three classrooms at a location focus on producing an aligned, ■ Kindergarten readiness skills
in the Green area. There is a coordinated and inclusive family- and smooth transitions.
collaborative, social-emotional centered system with healthy, ■ Family engagement in
preschool shared with Roseburg stable, attached families so that children’s learning connecting
School District at Eastwood children are ready for kindergarten. families and schools.
Elementary. Other services are Community members and agencies ■ Professional development to
provided in speech/language connected to early childhood early learning and PreK to third
groups, Head Start, Preschool education — health care, teachers, grade school professionals and
Promise, Title 1 classrooms and human and social services, K-12 administrators.
other preschool sites across the school districts, families, and ■ Alignment, connection and
county. the private sector — collaborate collaboration with early learning
Transition to kindergarten begins with the hubs to focus their professionals and early learning
when the child approaches age efforts, resources and strategies to educators.
5. The school district and ECSE collectively ensure all children are KPI works with early learning
staff determine if an evaluation is ready for school by kindergarten partners, school district leaders
needed to meet the needs of the and reading by third grade. and educators along with families
child when entering school. Those The Hub has been part of Douglas to offer READY! for Kindergarten
available are specialists in autism, ESD since July 2014 and is projected workshops, authentic family/
behavior, physical and occupational to serve 10,816 children through community engagement,
therapists, speech/language an inclusive culture throughout collaborative early learning
pathologists, early intervention 19 districts in Douglas, Klamath, teams, kindergarten camps,
teacher, school psychologist and and Lake counties. The Hub also Play2Learn groups, Growing Early
nurses. By working with the school administers several programs, Mindsets (GEM) and professional
districts, the goal is to help make including: development opportunities based on
this transition to kindergarten as ■ Preschool Promise, a state- regional need.
smooth as possible for the child and funded, quality, full-time preschool
family. program.
■ Community UPLiFT, referrals GRANT-FUNDED
South-Central Early Learning
and outreach for parents with
children 0-5.
Hub ■ County initiatives. Business Champions for Kids
■ Number of FTE: 4.75 ■ Authentic parent/community ■ Number of FTE: 1.1
■ How it’s funded: State contract and engagement. ■ How it’s funded: Ford Family Foundation
grants ■ Early attendance in life and & Oregon Community Foundation Whipple
■ Cost to districts: FREE early literacy. Fund
■ Various other early learning and ■ Cost to districts: FREE
The South-Central Early Learning family engagement activities — the
Hub is one of 16 early learning Hub collaborates with cross-sector Developed in 2017, Business
hubs across the state put in place partners for provision of services Champions for Kids seeks to help
in 2013-14 as part of a statewide for children 0-5 and their families. employers promote practices that
plan to institute an early care and help them attract and keep good
employees. Program leaders start
Kindergarten Partnership
education (ECE) developmental
continuum from birth to school their joint work with businesses
entry, which includes family choice and P-3 by identifying family-friendly
and decision-making at all levels of ■ Number of FTE: 1.20 practices. How do they look? What
decision making in the ECE sector. ■ How it’s funded: State contract does the company already have
The ECE planning emphasizes ■ Cost to districts: FREE in place? How can employers
program quality (i.e. culturally strengthen those practices? What
responsive, inclusive, KPI, a program of the South new incentives or policies might
developmentally appropriate) for Central Early Learning Hub and benefit the business, and what are
equitable and inclusive access to Douglas ESD, serves Douglas, the steps to getting them in place?
high-quality ECE opportunities. An Klamath and Lake counties by Research tells us that early
early learning hub is a coordinating promoting, supporting and funding childhood development plays a
crucial role in setting infants and
18Early Learning
toddlers on a path to successful Biz 4 Kids, in conjunction with counties. The program offers
adulthood. We also know that Care Connections and Education, educational series that span several
employees who have a choice will is also co-leading an effort to weeks, as well as targeted one-
opt to work for companies that develop a collective community night workshops.
make family-friendly practices a plan for childcare solutions for Parents study topics ranging
priority. Douglas County. The Douglas from self-care to nonverbal
Business Champions for Kids County Childcare Coalition was communication to positive
doesn’t suggest changes without formed in response to the overall discipline methods. These
first taking a good look at the child care crisis in the county. educational opportunities are
business and making sure those More than a total of 30 local completely free of charge, and
practices could work for them. businesses, nonprofits, public and come with free child care and a
Some examples are bringing in education sectors are included in light refreshment. Take Root also
parenting classes, connecting the partnership. The collective presents several series aimed at
employees to community services collaboration increases awareness, serving a priority population,
or considering schedules with more builds an early child care workforce, including grandparents raising
flexible hours. finds suitable facilities and expands grandchildren and Spanish-
In addition, Business Champions business involvement. Support speaking parents. One-night
for Kids seeks to recognize is made available to providers in workshops focus on a particular
employers of all sizes and industries navigating licensure, training, topic, ranging from taming
that support working families. This marketing, food programs and tantrums to caring for children with
not only boosts the employer’s subsidized programs. ADHD.
profile, but also signals to the In 2020, Take Root will be
Take Root Parenting Hub
region and beyond that Douglas expanding its program to offer
County is a place for families to group series for parents teenagers
grow and thrive. ■ Number of FTE: 1.1 and adolescents. This new
The program’s goal is to enhance ■ How it’s funded: Oregon Parenting opportunity, made possible through
family stability by encouraging Education Collaborative grant & numerous funding from Department of
parents to stay in the workforce. smaller grants Human Services, will allow parents
Their children will be equipped ■ Cost to districts: FREE and their children to attend the
to take their places as the next series together for a unique learning
generation of great employees and Take Root provides education opportunity.
productive citizens. opportunities for parents in
Douglas, Lake and Klamath
To ensure that an ESD is locally responsive, an ESD shall provide: Opportunities
for component school districts to participate in decisions about the services that are offered by the education
service district; and a variety of flexible service delivery models.
19Education Services
RESOLUTION &
duties. At the same time, they have ■ Planning and carrying out
input into the process and express strategies with teachers in
CONTRACT SERVICES appreciation for the training they
receive.
classrooms.
Basic Attendance Instructional Services
■ Number of FTE: Function of Education District Test Coordination Coordination
Services ■ Number of FTE: .5 ■ Number of FTE: 1.8
■ How it’s funded: ESD General Fund ■ How it’s funded: Contracts with districts ■ How it’s funded: ESD General Fund
■ Cost to districts: FREE ■ Cost to districts: Based on number of ■ Cost to districts: FREE
schools
Director of Education Services Instructional Services
provides support and consultation District Test Coordination Coordination is available to all 13
to districts with less than 1,000 provides oversight and coordination school districts within Douglas ESD
ADM in dealing with attendance for all state assessment and benefits every student.
issues. Service includes issuing administration (Smarter Balanced Services include the following:
letters and citations as prescribed in assessments, OAKS Science and ■ Coordination of resources
state law and regulations. Social Science assessments, and delivery of professional
Kindergarten Assessment, ELPA21, development opportunities. These
Extended Assessments, and NAEP).
Data Collection Support Such support and coordination
support educators in the areas
of curriculum, instruction and
■ Number of FTE: .5 includes helping educators assessment.
■ How it’s funded: Contracts with districts understand the nuances of the ■ School-specific, on-site
■ Cost to districts: Based on size of Oregon K-12 assessment and professional development for
district accountability policies at both teachers, administrators and
state and local levels; as well as classified staff.
Data Collection Support has data management, impropriety ■ Summer professional
prepared school and student investigation and reporting, development programs for
information systems data facilitation of the adoption of administrators and teachers, both
for submission to the Oregon local district policies, district and locally and statewide.
Department of Education to meet school test window coordination ■ Leadership, direction and
state and federal mandates. The and outreach to parents and the support to assist districts seeking to
program also provides data community. comply with local, state and federal
management support to schools and
mandates.
Instructional Coaching Support
districts. Data Collection Support
■ Technical assistance to districts
currently assists five districts in
Douglas County. This data goes to ■ Number of FTE: 2.0 prior to state monitoring visits
and from the Oregon Department of ■ How it’s funded: ESD General Fund (Title programs, for example)
Education and outside vendors for ■ Cost to districts: FREE and/or submission of desk audit
materials. Links with Oregon
analysis.
Instructional Coaching Support Department of Education, U.S.
We also offer support for regional
benefits all students in the Douglas Department of Education, SSA, EAC
data warehouse data submission
ESD’s 13 districts by assisting or other agencies.
and analysis. Districts that contract
schools and teachers in a variety ■ Participation in monthly
for this service receive expertise
of ways. Instructional Coaching meetings with superintendents,
from a dedicated person who is
Support provides assistance special education, curriculum/
knowledgeable in all reporting
through on-site and in-service school improvement.
requirements, with the backing
trainings as well as consultation ■ Grant research and writing
of our IT department to support
and materials for classrooms. is provided upon approval of
the technical requirements. Office
Other services include: Educational Services Advisory
managers, particularly those
■ Developing and coordinating Committee.
in smaller districts with fewer
employees, frequently tell program professional development
staff that they lack the time to learn opportunities.
the intricacies of data collection. ■ Advising teachers and
Having assistance from the program administrators on strategies,
allows them to complete other products and resources.
20Education Services
Notification System for find direction for their lives
after high school. Students also
students. Our county CTE program
includes eight programs of study
Home-Schooled Children learn about the importance of including business management,
■ Number of FTE: .2 getting good grades, volunteering construction, agriculture and
■ How it’s funded: ESD General Fund and school involvement. They science technology, manufacturing,
■ Cost to districts: FREE also get information about construction, culinary, drafting
college, scholarships, financial and engineering, information
Douglas ESD is responsible for aid forms, job skills, resumes, job communication and technology and
the notification system for home- openings, graduation requirements, early childhood education.
schooled students. This process test information, job shadows, All but the early childhood
requires informing families of internships and military options. education and drafting programs
their responsibilities in home are part of the consortium. The
schooling children and collecting Douglas ESD manages the grant by
assessment data. Currently there OTHER FUNDING completing state reports, writing
are 1,446 students who have sent the grants and managing fiscal
Regional Educator Network
notice for home schooling in affairs. Douglas ESD also develops
Douglas County. The department an annual update to the five-year
processes notifications for students ■ Number of FTE: 2.0 Perkins plan for the consortium,
in Douglas County whose parents ■ How it’s funded: Oregon Educator ensures activities meet the grant
or legal guardians intend to educate Advancement Council requirements and prepares and
their children at home. ■ Cost to districts: FREE submits the CTE annual report.
Home-schooled students between
The goal of Douglas ESD REN
Safe Routes to School
the ages of 6 (if the birth date is
prior to Sept. 1 for a given school is to advance the profession of
year) and 18 are required to send teaching in Douglas County through ■ Number of FTE: 1.0
notification of their intent to home authentic communication and ■ How it’s funded: Oregon Department
school to the local education service systemic change. Our aim is to of Transportation grant
district. The educational progress ensure that professional learning ■ Cost to districts: FREE
of the home-schooled students is opportunities match the needs and
monitored by comparing results innovate the instructional practice Safe Routes to School (SRTS)
from standardized achievement of local educators. We are also programming creates safe,
tests at the completion of grades 3, focused on building an inclusive convenient, and fun opportunities
5, 8 and 10. community and creating more for children to use active
equitable practices that result in an transportation for their school
increased sense of belonging for all. commute. These initiatives
School-to-Career promote vibrant communities,
■ Number of FTE: .5
Perkins Regional Coordinator
increase physical activity, and
■ How it’s funded: Contracts with districts improve walking and biking
■ Cost to districts: Based on percent of — Reserve & Basic Grant safety conditions throughout the
FTE provided ■ Number of FTE: .2 community. Three key elements of
■ How it’s funded: Federal grant SRTS programming are:
School-to-Career assists schools ■ Cost to districts: FREE ■ Education: Teaching children
and districts by helping students how to safely walk and bike to
make successful transitions from Career and technical education school is our top priority and will
high school to their next steps, prepares youth and adults for empower them to choose active
whether that’s work, further careers that demand skills that transportation later in life. We
education or military service. suit today’s fast-paced technology have ready-to-implement bike and
The program’s current roster is and workforce. Plugging students pedestrian curriculum available for
made up of students in Roseburg, into relevant training helps them teachers, as well as virtual lessons,
and Yoncalla high schools. School- become more engaged and perform activities, and videos to use for
to-Career coordinates the Pre- to a higher standard. distance learning.
Teach Program at Roseburg High Our CTE program serves all ■ Encouragement: We organize
School. Participating students do districts and Umpqua Community fun, inclusive events, such as
a one- or two-period practicum at College in Douglas County, and Walk and Bike to School Day, to
a local elementary school to gain there are 11 districts that are encourage walking and bicycling for
insight into what teachers do. part of a consortium working school commutes and to celebrate
The goal is to help all students together to serve the needs of CTE active transportation.
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