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It outlines statewide context shaped by the Student Success Act and the Student Investment Account, summarizes three guiding questions, and describes findings from annual reporting, Student Health Survey and Student Educational Equity Development data, and site-visit case studies. It highlights four major thematic considerations and the need for systems-level responses despite workforce scarcity, limited provider capacity, and staff burnout.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Funded Mental and Behavioral Health Programs at Oregon School Districts  \nKey Takeaways  \n9 Ongoing local, national, and international trends have dramatically increased the need for robust mental and behavioral health supports for students and employees in the public school system. These challenges are not unique to Oregon.  \n9 In Oregon, districts have designed a wide array of strategies and activities aimed at supporting students’mental and behavioral health through funding approved under the Integrated Programs;1 however, scarcity of workers and providers, as well as staff burnout, have made it challenging for many districts to fully meet their planned investments.  \n9 Site visits and conversations with districts revealed four major thematic considerations when it comes to supporting students’mental and behavioral health: systems of support and care, student lived experiences, structural barriers to providing adequate supports, and monitoring & evaluation practices.  \n9 There is a great need for a systems level response in order to more effectively support mental and behavioral health in Oregon K-12 schools.  \nBackground  \nIn 2018, the Oregon Legislature formed the Joint Committee on Student Success (JCSS) . Over the course of the year, the JCSS met with school and district staff, students, and families to hear about student needs around the state. The JCSS released a report detailing priorities heard from school communities; these priorities included closing persistent academic disparities, strengthening mental health supports, expanding access to hands-on learning and a wellrounded education.  \nFollowing the committee’s report, the Oregon Legislature passed the Student Success Act (SSA), which added over $1 billion in additional school funding annually. The majority of these funds flowed into the Student Investment Account, which requires spending in targeted ways to provide improved services to students statewide, particularly those who have been historically underserved or marginalized by the educational system.  \n1 The Integrated Programs include: High School Success, Student Investment Account, Federal School Improvement, Perkins CTE, Early Indicator and Intervention Systems, Every Day Matters, Career Connected Learning, Early Literacy Success School District Grants and Continuous Improvement Planning. See more at [https://www.oregon.gov/ode/StudentSuccess/Documents/ODE_IntegratedGuidance25-27.pdf](https://www.oregon.gov/ode/StudentSuccess/Documents/ODE_IntegratedGuidance25-27.pdf)  \nAuthors: Jennifer Bevers, Richard Bargielski, Heidi Schutz, Tom George, Office of Education Innovation and Improvement  \n1  \nOne of the SSA’s two main purposes was to address student health and safety needs which could include social-emotional learning (SEL) or development, providing supports for mental or behavioral health,2 and trauma-informed practices.3  \nGrantees are required to conduct ongoing, authentic community engagement to solicit input from the broader school community--including classified and certified staff, administrators, students, families, and others--on what types of outcomes are important to the community and how best to utilize the Student Investment Account funds to meet those outcomes. In the spring of 2023, school districts and charter schools eligible for Student Investment Account funds submitted an Integrated Program application describing the specific activities chosen to be funded.  \nThe purpose of this report is to provide an overview of the different ways districts have utilized Integrated Program funding for mental and behavioral health in 2023-24. ODE researchers identified three major guiding questions for this report:  \n1. How are schools/districts utilizing funds from the Student Investment Account or High School Success programs to address mental and behavioral health needs for students and staff in  \nschools?  \n2. What is impacting h","cbCaikyN1fYV7h3h","https://ap.wps.com/l/cbCaikyN1fYV7h3h","pdf",687930,13,"English","# Key Takeaways\n# Background\n# Annual Reporting\n## Multi-Tiered System of Support (MTSS)\n## Commonly Funded Activities","[{\"question\":\"What problem does the report address regarding mental and behavioral health in Oregon schools?\",\"answer\":\"It addresses growing local, national, and international needs for robust mental and behavioral health supports, noting that staffing shortages and staff burnout make it difficult for districts to fully meet planned investments.\"},{\"question\":\"How did Oregon’s Student Success Act and Student Investment Account influence program funding?\",\"answer\":\"The Student Success Act added more than $1 billion in annual school funding, with most funds flowing to the Student Investment Account, which requires targeted spending to improve services statewide, especially for historically underserved groups.\"},{\"question\":\"What framework do most funded activities align with?\",\"answer\":\"Most funded activities are grounded in a Multi-Tiered System of Support (MTSS), including Tier 1 universal supports, Tier 2 supports for small groups, and Tier 3 individualized supports for students with the highest needs.\"}]","“WE’RE TRYING TO BE SUPERHUMAN” - An Analysis of Integrated Program Funded Mental and Behavioral Health Programs at Oregon School Districts | PDF",1792060906,33]