State law encourages districts to provide professional development for school personnel on trauma-informed practices.
Oregon Revised Statutes 339.341 Statewide School Safety and Prevention System; rules
(2) The Department of Education shall establish and maintain the Statewide School Safety and Prevention System. (3) The system required under this section shall consist of the following:(B) Support resiliency building and trauma-informed care practices.
Oregon Revised Statutes 342.950 Network of Quality Teaching and Learning; rules
(1) The Network of Quality Teaching and Learning is established. The network consists of the Chief Education Office and public and private entities that receive funding as provided by this section to accomplish the purposes of the network described in subsection (2) of this section.
(2) The purposes of the network are the following:
- (a) To enhance a culture of leadership and collaborative responsibility for advancing the profession of teaching among providers of early learning services, teachers and administrators in kindergarten through grade 12, education service districts and educator preparation providers.
- (b) To strengthen and enhance existing evidence-based practices that improve student achievement, including practices advanced by or described in ORS 329.788 to 329.820, 329.824, 329.838, 342.433 to 342.449 and 342.805 to 342.937.
- (c) To improve recruitment, preparation, induction, career advancement opportunities and support of educators.
(3) To accomplish the purposes of the network described in subsection (2) of this section, the Department of Education, subject to the direction and control of the Chief Education Officer, shall distribute funding as follows:
- (a) To schools, school districts, education service districts, nonprofit organizations, post-secondary institutions and consortiums that are any combination of those entities for the purpose of supporting the implementation and delivery of common core state Standard and other state Standard that indicate whether a student is prepared for college.
- (b) To school districts, education service districts and nonprofit organizations for the purpose of providing teacher and administrator evaluations and aligned professional development in a manner that complies with the core teaching Standard adopted as provided by ORS 342.856 and with related Standard prescribed by federal law.
- (c) To school districts and nonprofit organizations for the purpose of providing teachers with opportunities for professional collaboration and professional development and for the pursuit of career pathways in a manner that is consistent with the School District Collaboration Grant Program described in ORS 329.838.
- (d) To school districts, education service districts and nonprofit organizations for the purpose of providing beginning teachers and administrators with mentors in a manner that is consistent with the beginning teacher and administrator mentorship program described in ORS 329.788 to 329.820.
- (e) To school districts, education service districts, nonprofit organizations, post-secondary institutions and the tribes of this state for the purpose of closing achievement gaps by providing and improving the effectiveness of instruction and professional development, implementing data-driven decision making, supporting practice communities and implementing culturally responsive practices.
- (f) To school districts, nonprofit organizations and post-secondary institutions for the purposes of:
- (A) Strengthening educator programs for educators at all levels to:
- (i) Improve educator preparation, recruitment and leadership.
- (ii) Advance the purposes of the Educators Equity Act, to improve the cultural competence of educators and to ensure educators are trained in culturally relevant educational practices.
- (B) Supporting the development and sustainability of partnerships between providers of early learning services, public schools with any grades from kindergarten through grade 12 and post-secondary institutions.
- (g) To school districts to ensure that a sufficient number of kindergarten through grade five teachers have received training to understand and recognize dyslexia and to implement appropriate instruction.
- (h) To school districts for the design and implementation of programs to provide professional development to educators on strategies that decrease rates of school absenteeism among students by using trauma-informed approaches in schools.
- (i) To educator networks established under ORS 342.943 for the purpose of supporting educator networks.
Trauma Informed Care
This presentation is an example of the kinds of instruction that school staff receive
Trauma-informed Pilot Project
This page reviews the implementation of their traum-informed pilot in select schools around the state
Trauma-Informed Practices in Schools
This document summarizes the trauma informed strategy being implemented in Oregon schools