The article outlines the process used in Oregon to initiate a Comprehensive System of Personnel Development (CSPD) in special education. Factors contributing to the CSPD success include extensive involvement of a wide array of people in the process, clear responsibility outlines, and workable size of the cooperative personnel planning council. (CL)

Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply…

This document consists of a collection of the first 14 issues of the "Home School Researcher," an interacative newsletter dedicated solely to Home Centered Learning Research. Purposes of the newsletter are to: (1) profile researchers of home schooling; (2) provide information on resources for research activities; (3) discuss problematic…

These guidelines and sample materials have been developed in response to requests from teachers, curriculum planners, and administrators throughout the state for clarification and modification of Oregon Graduation Requirements, Administrative Guidelines (Section 1), which was published in September 1973. The purpose of these guidelines is to…

The 1975 annual report of the Oregon Vocational Education Program presents a narrative description and statistical information on the vocational education operations and achievements of the State in relation to the objectives contained in the State Plan. The report focuses on the following areas of activities: (1) regular programs in the areas of…

Examines the Oregon program in which each school district establishes and measures its own set of competency standards. (Author/IRT)

Higher education's presence in school reform is limited because many university people equate reform with lowered standards and instrumental knowledge, view portfolios as complicating the admissions process, and have low expectations for the secondary school system. Oregon's Proficiency-based Admission Standards System (PASS) is a state-mandated…

To provide more equitable special education services for blind, deaf, physically handicapped, and autistic children in all parts of Oregon, a funding formula was developed at the direction of the 1981 state legislative assembly. The formula is based on development of a state approved funding level by handicap and by instructional delivery system…

The report summarizes the status of 36 Oregon projects for preschool, elementary, and secondary handicapped children which were funded for the 1975-76 academic year under Title VI-B funds. Evaluations on each project usually provide the following information: title of project, location of project, population served, funding allocated, project…

The report summarizes the status of 49 Oregon projects funded during the 1976-77 academic year under Title VI-B funds for preschool, elementary, and secondary handicapped children. Evaluations on each project usually provide the following information: title of project, location of project, population served, funding allocated, project beginning…

These guidelines and sample forms for record keeping are intended to serve as a supplement to Oregon Graduation Requirements, Administrative Guidelines (Section 1), which was published in September 1973. The purposes of the guidelines and sample forms are to outline various record-keeping procedures and to provide sample forms that districts may…

Plans for the implementation of career education in the elementary schools of Oregon focus on career awareness through emphasis on the producer role in relation to other life roles. The guidelines briefly cover: program administration and coordination, student outcomes (curriculum tenets, assumptions, and outcomes, providing broad objectives to…

The objective of this study was to provide the background necessary for a statewide system of interlibrary cooperation to be developed in a Phase II study. Interviews were held with nearly 70 individuals throughout the state and research was conducted to gather data on Oregon in general, on Oregon libraries, and on examples of interlibrary…

This final report of the Oregon Vocational Education Research Coordinating Unit covers the activities during the period July 1, 1968 to August 31, 1969. During this period the aims of the Unit were reoriented to meet newly determined priorities. These aims are to: (1) identify current issues and problems, (2) stimulate research and development…

Describes the first year of a program conducted by two Oregon institutions of higher education that "warranty" their teacher education graduates. The program provides support to graduates and their employers, encourages collaboration between the teacher education program and local schools, makes the teacher education faculty accountable,…