2026 Oregon Early Childhood Inclusion (OECI) Impact Report and Eastern Oregon Pyramid Model Data

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2026 OECI Impact Report

Family Quote

“I just can’t tell you how impressed I am with my daughter’s experience in preschool this year. She has a hard time getting her big ideas across, because she is very hard to understand due to speech delays. I was worried about sending her to preschool because I thought she might have a hard time. I am happy to report that she has more than thrived in her classroom where there are so many opportunities for social interaction with a lot of visual support. This is a picture her teacher sent to us where she was giving a five minute warning to her classmates. She can say every name now, and is so proud of herself. She has made friends, and she looks forward to going to class everyday!”

– Carley Garcia, family member

Key Findings

• The OECI Initiative increased access to early learning environments for children with disabilities from 38% in 2020 to 56.6% in 2025.
• Eight Community-Wide Implementation Teams across 19 counties are engaged in community-wide implementation demonstrating a strong commitment to belonging and meaningful collaboration.
• Live and self-paced opportunities for professional learning in Pyramid Model and Inclusive Practices remain in high demand and are being utilized statewide, across sectors.
• Families and community systems are redefining partnerships to achieve student success.
• Collective action at the community and state levels through combined efforts such as Every Child Belongs and Oregon Early Childhood Inclusion can address systemic challenges that lead to exclusion of young learners across the state.

2019-2024 Oregon Inclusion Data

2024-25 Eastern Oregon Inclusion Data

• B6A. Regular Childhood Program – children receiving majority of EI/ECSE services in a regular childhood programs
• Baker – 41.18%
• Malheur – 71.43%
• Wallowa – 86.67%

% of 3-5 Population Being Served

Eastern Oregon Community-wide BOQ

Community Leadership Team Membership and Teaming

Funding

Communication and Visibility

Implementation and Demonstration Sites

Families

Behavior Support

Professional Development

Monitoring Implantation and Outcomes

Critical Elements

Funding

• Investments by the Hub
• Grants
• OCF - $35,000
• Ford Family Foundation - $22,000
• Use of grants
• Program coaching and support from the University of Denver
• Training cost and materials
• Stipends for providers and educators to attend trainings
• Positive Solutions for Families

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Number of Implementation Programs

Program Quote

“Since implementing the Pyramid Model, our program has seen clear and positive changes in learning environments for children. Teachers are better equipped to build strong relationships, support social-emotional development, and respond to challenging behaviors in proactive and nurturing ways. The Pyramid Model has helped foster predictable, inclusive, and nurturing environments where every child feels valued and ready to learn.”

– Becky Padilla Program Manager, Malheur County Child Development Center

Virtual Professional Development

• ePyramid Module completion
• Infant Toddler Modules (Intro + 8 modules)
• Baker – 26 modules completed
• Malheur – 142 modules completed
• Wallowa – 33 modules completed
• Preschool Modules (Intro + 6 modules)
• Baker – 31 modules completed
• Malheur – 174 modules completed
• Wallowa – 25 modules completed
• Inclusion Module (10 hours)
• Malheur – 3 modules completed

In-Person Professional Development

• Stipends provided to attend
• CCR&R Make & Take Trainings

(for first event of the year)

• Baker City – 12
• Wallowa – 11
• Ontario - 35
• April PD
• Friday participants – 112
• Saturday participants - 74

Families

• Positive Solutions for Families
• 7 session series of evidence-based

practices for families to use Pyramid Model at home

• Providing childcare and dinner
• Contracting with Building Healthy Families
• Malheur – once a week for 7 weeks starting in June
• Baker – fall of 2026
• Wallowa – late summer to align with the start of school

Monitoring Implementation and Outcomes

• Community-wide BOQ
• Program BOQ
• Training data – both live trainings and ePyramid Module completion data by county
• Classroom implementation
• TPOT
• TPITOS
• Behavior Incident Reports (BIRs)

Building Sustainability with Observers

• # of TPOT observers
• 2023 - 8
• 2024 - 19
• 2025 - 22
• 2026 - 29
• # of TPITOS observers
• 2023 - 3
• 2024 - 5
• 2025 - 11
• 2026 - 10
• TRI pilot of the TPOT and TPITOS

Teaching Pyramid Observation Tool (TPOT)

# of observations

Teaching Pyramid Infant-Toddler �Observation Scale (TPITOS)

# of observations

K-12 Feedback

“The implementation of the Pyramid Model, combined with support from the ESD, is positively impacting school climates across Malheur County. By intentionally teaching social-emotional skills and clear behavioral expectations in the early years, students are entering kindergarten better prepared to manage routines, regulate emotions, and meet school-wide expectations.

As a result, school counselors have noticed a significant shift in how they spend their time. In the past, much of their effort in kindergarten classrooms focused on supporting behavior and helping students adjust to school expectations. With the Pyramid Model in place, many students are now arriving with those foundational skills already established. This has reduced the intensity of behavioral support needed in the early grades and allowed counselors to focus on other student needs across the school.

Overall, the alignment between early learning practices and K–12 systems is creating smoother transitions, stronger classroom climates, and more efficient, prevention-focused counseling programs throughout Malheur County. We love it!”

- Jenn Suzuki Malheur ESD Student Wellness Coordinator