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2014 Fall Conference


The Oregon Department of Education (ODE) Office of Learning - Student Services and the Confederation of Oregon School Administrators (COSA) present annual training for administrators on special education and related general education topics. On October 1 - 3, 2014, over 500 participants will gather in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services.

Materials for keynoter and presenter Dr. Dennis Embry:


English Learners with Disabilities: Cultural and Linguistic Considerations

In this session we will be presenting current data about English Learners with Disabilities from our state and explaining some of the educational considerations we need to take in order to support appropriately English Learners with Disabilities. The perceived lack of clarity in guidance about English learners and students with disabilities compound this issue, leaving students, families and staff with restricted possibilities of long term success. It is important that these two fields work collaboratively and use their strengths to support students and families in their K-12 journey.
David Bautista, ODE

English Learners and Students with Disabilities (ELSWD)

This session will explain new guidance from the US Department of Education regarding English Learner Students with Disabilities. We will focus specifically on the IEP team’s role in ELPA determinations, as well as provide information on determining eligibility for special education services for English Learners. Time will be provided for participants to ask questions and share strategies together for providing services to English Learner Students with Disabilities.
Kim Miller, ODE
Martha Buenrostro, ODE
Robin Shobe, ODE

Child Find & English Learner: Helping School Teams Make Appropriate SPED Eval/Referrals

Each child should receive the educational supports needed for success. When an English Learner Struggles to meet academic benchmarks, concerns about over-identification and under-identification for special education often influence decision-making. Providing training to general education teachers, ELL specialists, and special education teachers can facilitate the use of data to improve both instructional programs and appropriate special education referrals for English Learners. The Linn Benton Lincoln ESD and the Greater Albany Public School District collaborated to create a teacher-friendly packet to improve data-based and culturally sensitive decision-making.
Beth Hoeker-Martinez, LBL ESD
Leah Hinkle, Greater Albany Public Schools
Claudia Nunez, LBL ESD

Reading and Writing in a 2nd Language

We will walk participants through a backward planning cycle to include language/content CCSS objectives, instructional strategies and scaffolds, oral language practice, real life application task, assessment and instructional implications. In this language experience participants will observe the importance of using the Gradual Release of Responsibility throughout the backwards planning cycle.
Cielo Tahmaseb, Salem/Keizer SD

Supervision, Recruitment & Retention of School-Based SLPs

This presentation will give special education administrators information and resources to assist in the recruitment, retention and supervision of SLPs and SLPAs working in the k-12 setting as well as an update on emerging technologies and practices such as telepractice/telesupervision, Apps and universal licensure.
Robin Shobe, ODE

Using Evidence-Based Kernels and Behavioral Vaccines to Prevent the Need for Special Education during pregnancy and the first years of life

This breakout focuses on not well-known strategies that could substantially reduce special education needs in the first instance. These strategies will surprise the participants for their simplicity and potential.
Dennis D. Embry, Ph.D., PAXIS

Using Evidence-Based Kernels and Behavioral Vaccines to Prevent the Need for Special Education During Childhood

While there are multiple behavioral vaccines and evidence-based kernels that can achieve this objective, the breakout will focus on the PAX Good Behavior Game (which is being used in Oregon) and related evidence based kernels as public-health model of preventing the need for special education as well as reducing the severity of such needs.
Dennis D. Embry, Ph.D., PAXIS

Using Evidence-Based Kernels Among Adults to Avert the Need for Special Education Among their Children

Again, this breakout is less about “treatment” than about a public-health model to reduce resulting need for children to have special education services.
Dennis D. Embry, Ph.D., PAXIS

Transition Technical Assistance Network: Meet your Transition Network Facilitator

To support Governor’s Executive Order No. 13-04 and to further improve Oregon’s system of designing and delivering employment services to those with intellectual and developmental disabilities, ODE has developed a Transition Technical Assistance Network (TTAN). The primary support for the TTAN will come from a Secondary Transition Liaison and eight part-time Transition Network Facilitators. Please come to meet the facilitator assigned to your county/district and learn more about the TTAN, your facilitator and the goals and objectives of the Network for this first year.
Heather Lindsey, ODE
Transition Network Facilitators

CCSS Connections to Special Education & Standards-Based IEPs

Participants will learn about a variety of practices, tools, and processes designed to make the Common Core State Standards more accessible for all educators. Focus on; collaborative practices, an overview of standards-based IEPs, and tools for identification of skills that support the standards and lay the foundation for instruction. Part of this session will be structured so attendees share what is working for them (speed networking) and their districts as it relates to teaching in an environment colored by the CCSS and Smarter Balanced Assessment. Participants are encouraged to bring business cards if you have them and be ready for a faster-paced interactive professional learning experience!
Patrick Kelly, ODE
John Inglish, ODE
Martha Hinman, Redmond SD

Early Childhood Special Education Transition to Kindergarten

Come to this session to learn about the Early childhood Special Education transition to Kindergarten process and the partnership between the High Desert ESD and the Redmond School District. You will be presented with examples of students from the beginning to the end of the process with decision making points for evaluation, eligibility, and special education supports/services.
Kerry Desmaris, Redmond SD

Accessibility: Instruction to Assessment

This presentation provides an overview of the accessibility supports available to students who are planning to demonstrate proficiency of the essential skills through a work sample(s) or through a statewide assessment(s).
Brad Lenhardt, ODE
Melissa Glover, ODE

IDEA Lessons Learned

Annual review of IDEA dispute resolution data, discussion of IDEA dispute resolution mechanisms, complaints by frequency and legal issue type, review of some recent due process and state complaint decisions and relevant OSEP guidance and federal case law.
Claudette Rushing, ODE
Mary Apple, InterMountain ESD

Accessible Instructional Materials: Proactive strategies supporting access to the curriculum for all students

Presenters will give a brief introduction to Accessible Instructional Materials (AIM), and share with participants various means for acquiring materials in alternate formats (NIMAC, Bookshare, Learning Ally, OTMC, etc). Presenters will also share with participants information about the PALM initiative (Purchasing Accessible Learning Materials) and how to proactively arrange for educational materials to be available to the district prior to identification of a need, allowing for more timely acquisition of materials.
Melissa Glover, ODE
Nancy Jo Vogel, OTAP
Robin Shobe, ODE

SPED Special Projects – Work Transitions

Designing and defending a project proposal in a business meeting is not just for your FBLA All-Stars. Students with special needs can develop important communications skills by designing and defending their own business proposals and even products with just a little imagination and some scaffolding. Come and see quality students proposals as well as products designed and defended by students in Life Skills and Personal Management classrooms on shoe string budgets.
Laurie Kash, Rainier SD

Early Childhood Positive Behavior Intervention

Ten years ago, leaders from out early childhood care and education programs began a conversation to implement EC-PBIS across our environments. Since everyone has limited resources, it was important to implement a plan using a collaborative approach to funding, resources, and training. We also agreed to use common, evidence based training materials, and coaching within site and across sites to implement the model to fidelity. This session will focus on:
  • Developing a common purpose as a collaborative leadership team;
  • Developing an implementation plan;
  • Sharing out model for pilot sites, including the resources and roles of staff from EC agencies; and
  • Ongoing efforts to leverage resources across agencies for sustainability plans.
Tim Andrews, David Douglas SD
Mackenzie Weintraub, Neighborhood House Head Start
Pan Greenbough Corrie, Mt Hood Community College Head Start
Jeanne Lemieux, Child Care Resource and Referral
Paula Zaninovich, Multnomah County Mental Health
Nancy Anderson, David Douglas SD

School & EI/ECSE Administrators & Staff Conversations w/ODE

School and EI/ECSE Administrators and Staff are invited to this session to discuss Early Intervention/Early Childhood Special Education issues that they are facing. Problem-solving amongst the participants will be the focus. The EI/ECSE Director will host this interactive listening session.
Nancy Johnson-Dorn, ODE
Alan Garland, ODE

Principals' Conversations w/ODE

Principals are invited to this session to discuss issues that they are facing. Problem-solving amongst the participants will be the focus. The Assistant Superintendent will host this interactive listening session.
Sarah Drinkwater, ODE

Why RTI for SLD Eligibility: Barriers, Benefits, and Moral Imperative

A primary goal of the reauthorization of IDEA was to move to an SLD eligibility process that truly benefitted students through a focus on early intervention, service delivery rather than testing, progress monitoring, and an “assessment of a child’s response to scientifically based instruction” (A New Era, 2002). Response to Intervention (RTI) is that system. Many districts, however, have been slow to adopt this approach. This presentation will highlight the benefits to all students, especially our struggling learners. Presenters will specifically address some of the prevalent myths that can be barriers, including the issue of a “comprehensive evaluation”, legal questions, and the need to have a "perfect" system in order use RTI for SLD eligibility.
David Putnam, OrRTI
Dean Richards, OrRTI

RTI for SLD Eligibility: Preparation, Foundations, and First Steps

The benefits of using an RTI approach to determining SLD eligibility are many, research supporting its efficacy is deep, and federal and state regulations provide a clear framework for using RTI. This presentation will help participants take the first steps towards developing an RTI system in their district. The focus will be on developing infrastructure components, including policies and procedures, staff training, teaming structures, and strategies for monitoring fidelity. Participants will receive resources and tools to assist in this process. The presentation is geared towards administrators and key staff who want to use RTI for SLD eligibility.
Jenice Pizzuto, OrRTI
Shelby DiFonzo, OrRTI

SLD Eligibility Decision-Making: Procedures and Practices in an RTI System

This session will provide an overview of best practices for using an RTI model for determining SLD eligibility in Oregon. The essential components of referral, evaluation, and eligibility decision-making will be described. Protocols that support the process, as well as sample reports, will be shared. Benefits of an RTI system will be discussed, including the ability to go beyond identifying the presence or non-presence of a disability towards an increased focus on factors that enable student learning and support IEP development. Participants will leave with an understanding of this process and considerations for building capacity for implementation.
Jon Potter, OrRTI
Tammy Rasmussen, OrRTI
Nicole Kaye, OrRTI

RTI and SPED Policy Forum: Burning Questions and Sizzling Answers

This session will bring together members of OrRTI and SPED leaders from districts that are using RTI for SLD decision-making for a discussion of RTI policy questions. Issues such as SLD eligibility, “comprehensive evaluation”, Specially Designed Instruction, and the role of general education will be discussed. The format will be a combination of presentation, discussion, and Q & A. Participants should come prepared to ask the “burning questions” they need answered the most!
David Putnam, OrRTI
Sally Helton, OrRTI

Sexual Harassment and Sexual Violence: The Intersection Between IDEA and Title IX

During this session we will examine the April 2014 Guidance from the Office for Civil Rights, as it pertains to both Special Education and Title IX. Featured will be relevant special education and administrative implications, with preventative recommendations for schools and districts.
Claudette Rushing, ODE
Karin Moscon, ODE
Cynthia Stinson, Deputy Title IX Coordinator

Navigating SPR&I

Come to this session to learn how to work in the SPR&I database. We will discuss how to submit data, access reports on district performance, and monitor district compliance with IDEA regulations.
Stella Brown, ODE
Brad Lenhardt, ODE

RBI (Routines-Based Interviews for developing IFSPs)

This session, on Routine Based Interviews, will provide an overview of this interview technique, as well as when and how to use it to facilitate functional goal writing.

The Routines Based Interview (RBI) is a semi structured interview designed to help interventionists and families develop functional outcomes/goals for the Individual Family Service Plan (IFSP), to provide a rich and thick description of child and family functioning, and to establish an immediately positive rapport and relationship between the family and the professional.
Julie Schweigert, MECP
Cami Stevenson, MECP


Data Based Decision Making Tools and Resources

An overview of a data portal that automatically will generate aggregate and disaggregate OAKS reports for every school and district in Oregon as well as other survey tools that assist leadership teams to determine staff PD needs.
Martha Buenrostro, ODE

Oregon Online Screening Project

The ASQ Oregon online website was launched in May 2008 with funding from Oregon Department of Education as a pilot project to explore how an online version of an early assessment (ASQ) measure can be used as a general Child Find strategy for young children ages birth to five years.

A Brief background and description of the project, the system and features of the interactive site will be presented along with reports on numbers of screens, demographics, results of screens and known referrals to EI/ECSE partners in the project will be featured. This session will include a report on methods to use the site and benefits that have been discovered through the project period. Participant comment/feedback, updates and future plans for the site will be shared.
Jane Squires, U of O


Convergence! Tips and Tipping Points

Special needs and Talented and Gifted needs quite often exist in the same child creating a great conundrum for the educator. Depending on the child, the area of specific need, and the TAG identification area, the educator must be able to adapt to the needs of the child. Best Practices and Best Educator tips are sprinkled throughout this presentation.
Rebecca Blocher, ODE

Linking the Common Core and Science State Standards to the IEP for Students Participating in the Oregon Alternate (“Extended”) Assessment

This presentation provides an overview of the process for “essentializing” standards and then using them to develop PLAAFPs/IEPs for students with the most significant cognitive disabilities (SWSCD). In addition, this presentation references changes to Oregon’s alternate (‘Extended”) assessment and related accessibility supports.
Brad Lenhardt, ODE
Dan Farley, Behavioral Research and Teaching
Gerald Tindal, Behavioral Research and Teaching

Northwest Evaluation Association

The key to supporting individual students is the accuracy of the data that informs our educational decisions. For our Special Education students, it is not always easy to get accurate information. At NWEA, our goal is accurate information for every child regardless of where they are performing in the curriculum. We then report that data on an equal interval scale so educators, parents and students can understand the academic growth of every child.
With nearly 40 years of experience in partnering with educators to move student learning forward through the use of accurate data, professional development offerings and research services, NWEA has grown to embrace the challenge of partnering to improve student learning around the world.

Measures of Academic Progress (MAP), our computerized adaptive assessment system, continues to be the cornerstone of our work.
Holly Rasche, NWEA


Alignment, Consistency, and Partnerships……Creating Strong Student Outcomes Through Quality Work Experiences

This presentation will share how the Beaverton School District Transition Program aligned five comprehensive high schools' work experience programs using learning targets, common prompting hierarchies, common expectations for instruction, and student data tracking through Survey Monkey. Ideas for creating and maintaining quality work experiences outside of the traditional cleaning tasks will also be provided and current work experience options for students in the Beaverton School District will be shared.
Liz Baer, Beaverton SD

EI/ECSE SD Evaluations

A collaborative team of District and EI/ECSE Service Representatives will present how to create collaborative early childhood and district evaluation teams. The conversation will include:
  • Logistics in planning districts evaluation teams
  • Interagency agreement that work for all
  • Umbrella agreements for partner agencies, such as DHS
  • Strategies for promoting good communication-Intake Staff Meetings, District Rep Meetings, Special Education Advisory. Use of ecWeb; and
  • Working towards a common purpose and creative solutions to complicated problems
Nancy Anderson, David Douglas SD
Mary Pearson, PPS
Laura Bergeron, Reynolds SD
Julie Schweirgert, David Douglas SD

Oregon’s Quality Rating and Improvement System and Supporting Children with Disabilities and their Families: Implication for Early Intervention and Early Childhood Special Education Personnel

Oregon’s Quality Rating and Improvement System is designed to support improvements in early learning and development programs resulting in better outcomes for all children, including children with disabilities. During this session participants will learn about Oregon’s QRIS and how it addresses including and supporting children with disabilities and their families. Implications of Oregon’s QRIS for early intervention/early childhood special education personnel will also be discussed.
Gary Glasenapp, WOU
Tom Udell, WOU

SWIFT - School-Wide Integrated Framework for Transformation

The SWIFT approach provides promising academic and behavioral outcomes for all students because of a shared commitment to the inclusion of all students in a personalized and comprehensive manner. In addition to a brief overview of this program, we will spend a large part of this session learning from SWIFT participants from the Pendleton School District. Leaders from general and special education roles will share information about their process, challenges, and experiences while aligning their district practices with the SWIFT framework.
Laura Miltenberger, Pendleton SD
Julie Smith, Pendleton SD
Jessica Meisenheimer, Kansas University
Lisa Darnold, ODE
Patrick Kelly, ODE

Section 504, Title II, and Students with Disabilities in Public Schools

An ODE civil rights education specialist will discuss the requirements of Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act, and explain the responsibilities of public schools in educating students with disabilities. He will also answer your burning questions about Section 504 and Title II.
Winston Cornwall, ODE

Legislative Update

The 2013 and 2014 Legislature passed a number of changes in education, This session will provide an overview and update on the implementation of these changes including interdistrict transfer, school safety, proficiency based education, the Interstate Compact on Opportunities for Military Children and school discipline.
Cindy Hunt, ODE
Emily Nazarov, ODE


Regional Programs for Low Incidence Disabilities: Who we are and how we partner to support student success

Learn Oregon’s unique structure to provide education services for students identified with low incidence disabilities, birth through age 21. Low-incidence disabilities include – blindness, low vision, deafness, hard-of-hearing, deaf-blindness, traumatic brain injured, severe physical impairments, and autism spectrum disorder. The relative rarity of student with these disabilities often poses significant challenges for educators trying to meet their unique needs. Regional programs were formed to assist local schools districts and EI/ECSE providers with knowledge of how to best educate these students, of what technologies are available to assist them, and of how to obtain needed and appropriate support services. Come learn how these critical services support student success in your district.
Lisa McConachie, Columbia Regional Program
Diana Allen, Linn-Benton Regional Program
Melissa Glover, ODE



Power up- Evidence Based Practices, CCSS, technology in schools, & classrooms & personalized Learning

This presentation features the PowerUp WHAT WORKS? Website. This resources is funded by OSEP and offers administrators a tool for developing high-quality, customized, Professional Development to teachers in the following areas: Evidence-Based Practices, Common Core State Standards, Technology in Schools and Classrooms, & Personalized Learning. In addition to demonstrating how to use the site, guidance on how to incorporate tools and strategies into Individualized Education Plans will be provided.
Robin Shobe, ODE

What is this thing called 504

Section 504 of the Rehabilitation Act of 1973 is a civil rights statute that prohibits discrimination against students with disabilities in any program receiving federal assistance. It is the schools responsibility to identify, evaluate and determine eligibility and to them provide accommodations, modifications, and adaptations to allow those students to access appropriate education services.

This presentation will review the 504 Act and look at practical applications and strategies to use in the classroom with identified students. Scenarios will be presented and practiced, 9 Areas of Adaptations will be discussed, and a school checklist for compliance will be reviewed.
Diane Hensley, Tristar
Patti Craveiro, Tristar


School Discipline in Oregon: Law, Policy, and Practice

This presentation will review HB 2192—Oregon’s revised school discipline statute that took effect July 1, 2014. Participants will receive an update on the work of the Oregon School Discipline Advisory Committee (OSDAC), and will be invited to engage in a discussion on best practices to reduce unnecessary suspensions and expulsions while maintaining safe learning environments.
John Inglish, ODE

Supporting SPED Teachers Serving Students w/ASD

This presentation describes a model to support teachers serving students with ASD in general education settings. The OrPATS (Oregon Program Autism Training Sites & Support) Project has on-line professional development modules available to assist special educators in supporting general education teachers. Modules include information on ASD, including characteristics and eligibility, and how these characteristics impact learning. Practical, easy to use classroom solutions are included throughout the modules. Come learn about the modules, results from a pilot project and how to access this training opportunity in your district.
Sheila Magee, OrPATS

Research, Training, & Best Practices for Students w/ASD

This presentation will cover recent research on evidence-based practices for working with students with Autism Spectrum Disorders. Implementing age appropriate, evidence-based practices for students with autism across the grade levels can improve outcomes for students, communication with parents and job satisfaction for staff. Practical long-term solutions for implementing an effective program will be presented. The presentation will also provide information on staff training available in Oregon to serve students with autism.
Joel Arick, OrPATS

Diploma Options

Presentation will feature a decision making process for determining appropriate diploma for students. The presentation will include a diploma options chart, forms to document the decisions, and the process for implementation.
Martha Hinman, Redmond SD
Brittaney Cociolo, Redmond SD

The District Perspective on Standards Based IEPs, Getting ready for and understanding the SBAC accommodations, and all practices related to the process

The goal of this workshop is to explore and better understand, from a district perspective, the process for the development of goals, determining accommodations and modification and how they relate to the SBAC. Additionally, ideas for staff training and parent communication will be provided.
Martha Hinman, Redmond SD
Andy Benhardt, Redmond SD
Karen Mitchell, Redmond SD

Fostering Connections

This presentation will focus on a current federal grant project to increase education outcomes for children in foster care. Oregon Department of Education and Department of Human Services have been working together to outline a plan for better communication, data sharing, and protocols.
Melissa Glover, ODE
Catherine Stelzer, DHS

Changes to the Oregon IEP

This session will allow participants time to review changes to the Oregon IEP, which will be required for the 2015-2016 school year. Presenters will share with the group the two-year process Oregon went through in making these revisions, as well as the reasoning behind the changes. Participants will be provided copies of the new IEP and be given time to walk through the document together. Time will be provided to discuss potential training or support districts may need to implement the revisions prior to the 2015-2016 school year.
Melissa Glover, ODE

Teachers' Conversations w/ODE

Teachers are invited to this session to discuss issues that they are facing. Problem-solving amongst the participants will be the focus. The Assistant Superintendent will host this interactive listening session.
Sarah Drinkwater, ODE

Collaborative Problem Solving (CPS)

Collaborative Problem Solving (CPS) is an evidence based approach being utilized in multi-disciplinary models across the state and country. Education, DHS, Mental Health, and Juvenile Justice are all utilizing CPS to focus on the strengths of all people. An overview of implementing CPS in early childhood through school age programs for students of all ability levels including both whole program and individual student data methods. In addition, how PBIS and CPS are aligned, functional behavior assessment and behavior support plans, as well as parent training and coaching.
Tonya Coker, EI/ECSE Program Coordinator
Collaborative Problem Solving in Early Intervention and Early Childhood Special Education PDF   10/01/2014 (981.80 KB)
PBIS and CPS Comparison PDF   10/01/2014 (217.45 KB)

Administrators' Conversations w/ODE

Administrators are invited to this session to discuss issues that they are facing. Problem-solving amongst the participants will be the focus. The Assistant Superintendent will host this interactive listening session.
Sarah Drinkwater, ODE

Open Communication: Avoiding the Raging Bull of Conflict

Using open effective communication will diminish the threat of conflict and potential legal due processes, as well as allow special educators to feel competent when dealing with conflict. In the presentation you will learn the key legal knowledge needed to stay away from conflict, recognize signs of conflict and what to do about them, increase communication skills to build trust and confidence, and finally, how to hold your own integrity against the raging bull of conflict so that you honor yourself and those with whom you work.
Kathy Emerson, Tristar
Diane Hensley, Tristar

Stress Reduction: Put your Oxygen Mask on First

We live in an age of stress. Constant stress significantly affects our ability to lead healthy and happy lives at home and work.

We may struggle with stomach pain, headaches, mood swings, fatigue depression, high blood pressure, and even heart failure.

Come learn some effective techniques to help you manage your stress and respond appropriately to situations that arise at home and at work. The ideas offered in this presentation will help you create a state of physical relaxation while you remain emotionally stable, mentally alert and in the end—happier and more productive.
Kathy Emerson, Tristar
Diane Hensley, Tristar


An Online Learning Approach to Prepare Students with Learning Disabilities for Success in STEM Careers

The University of Oregon, in collaboration with the Biological Sciences Curriculum Studies group, has created Collaborative Online Learning units for middle school teachers to use in their classrooms. The web-based units were designed to increase opportunities for all students and especially students with learning disabilities to excel within the general science curriculum, to be prepared for STEM careers, and to become 21st century innovators. This presentation will demonstrate the special features of the units including project-based learning activities, multimodal media resources, eText supports, interactive formative assessments, and forums for sharing learning experiences with a discussion of implications for research and practice.
Fatima Arellanes, University of Oregon

ESEA Waiver Update

ODE Educator Effectiveness team members will provide the most current information concerning the ESEA waiver requirements.
Brian Putnam, ODE

Indicator 14 PSO… Who makes the Call?

Post School Outcome data are collected on youth who have left school, one year after they leave. Districts select who will conduct the interviews. When interviews are completed the data are reported in the PSO 2.0 Application…. Now what????? Who makes the call?????? Come to this session and find out how to use your data to make informed decisions to build successful transition programs.
Sally Simich, ODE

Student Learning and Growth Goals for Special Education Instructors

The ODE Educator Effectiveness team will provide practical information for special education teachers in creating meaningful Student Learning and Growth goals.
Brian Putnam, ODE

Overview of Oregon Special Education Teacher Preparation Programs

This presentation by of representatives from higher education teacher preparation programs across the state will report on the current practices, policies and outcomes for candidates seeking the initial special education teaching license or adding the special education endorsement to an existing license. Focus will be on how programs bridge theory to practice; how each program embeds field based experiences to promote acquisition of skills; how programs seek input from various stakeholders to align program outcomes with district and state needs; and how programs outreach to meet needs in areas outside of each institution’s region. Feedback and suggestions for program improvement is sought.
Gregg Gassman, SOU
April Harrison, SOU
Kristy McGinnis, Pacific University
Randall De Pry, PSU
Alicia Roberts Frank, Lewis and Clark University
Lu Ann Anderson, George Fox University
Bob Brownbridge, WOU

Evaluating Effective Practice Using the Early Language and Literacy Classroom Observation Tool (ELLCO)

This presentation will describe the features, uses, and observation protocol fort the Pre-K version of the ELLCO, within the context of how it was used to prioritize training needs and construct processional development opportunities within Southern Oregon ESD’s Early Childhood Services program. The tool will be used as a vehicle for describing recognized best practices, which will be further highlighted through the use of video examples form ECS’s inclusive preschool classrooms and speech/language groups.
Pam Arbogast

Pre-K through Post School Transitions for Special Needs Learners: Building a comprehensive model spanning P-20

This presentation highlights two school districts that have built successful transition programs for students. The Alsea School District has built an impressive preschool, pre-K, and all day Kindergarten programs that have generated proven results among all student groups. Early identification of students learning needs has greatly improved achievement levels among sped and social-economically disadvantaged students.

The Lebanon school district is a state leader in fifth year and post graduate programs designed to track and support Special Education students post High School. Both districts are working together to adopt these complimentary models and adapt them for both large and small school districts.
Marc Thielman, Alsea SD
Betsy Miller, Alsea SD
Rob Hess, Lebanon SD
Kimberly Fandino, Lebanon SD


Oregon CIS Career Information System

FUNdamentals of the Career Information System (CIS) is an interactive presentation on using CIS to meet career development needs of SPED students. The presentation will either teach or remind professionals how to incorporate fun into career awareness, research, planning and action into their career development activities. It will provide hands-on tips for effective career development using a career plans, personalized portfolio, and CIS resources. The session will provide professionals a new way of looking at and using CIS along with basic navigation and updates for 2015. A computer lab is helpful but not necessary. Participants can be encouraged to bring their laptop, iPad, or smartphone to view the site online and join in.
Romella Lee, U of O

Survey Monkey: A Tool for Data Collection

Survey Monkey is an inexpensive online tool that can assist certified and classified staff with tracking student progress towards IEP goals in a user friendly manner. This presentation will show attendees how to set up the Survey Monkey system to collect data and will provide practical insight into how special education teachers in the Beaverton School District use Survey Monkey to track and report student progress towards IEP goals.
Michelle Riley, Beaverton SD

Savvy Researchers for the 21st Century – How an engaging web-based toolkit can help students achieve online research mastery to meet Common Core Standards

Have you struggled to get SWLD or any student for that matter to conduct high quality research? The University of Oregon and Education Northwest have teamed up to bring you a great solution.
Strategies for online researching (SOAR) is an evidence-based set of digital learning modules that use video avatars to teach students thoughtful procedures for searching, reading, evaluating, utilizing and organizing relevant web-based information. The SOAR strategies are linked to the Common Core standards and use student-centered instructional approaches. The SOAR strategies are particularly effective with meeting the unique learning needs of struggling students and students with learning disabilities as they master academic online research, while working well for all students.
Project Stepping up to SOAR (S-SOAR) is designed to teach teachers how to effectively use the SOAR Toolkit. This professional development links the SOAR Strategies to Common Core State Standards in the content areas in ways that are practical for teachers and schools with relevant online and downloadable teacher resources that support the teaching of the nine SOAR strategies.
Gerry Crocker, EDNW

Employment-Related Transition Services for Young Adults

In Spring, 2014, Governor Kitzhaber issued an executive order directing state agencies to take actions to improve opportunities for integrated employment for individuals with Intellectual and Developmental Disabilities. A key provision of that order is a requirement that Oregon Department of Education (ODE) and other agencies gather information that will accurately inform policy makers. Since May, we have been interviewing teachers in the ten largest school districts in the state to get a better understanding of employment related transition services provided to 18 to 21 year old students. We will review our findings of this ODE study.
Sally Simich, ODE
Heather Lindsey, ODE

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