Skip to main content Homepage

2015 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 September 30 - October 2, 2015, over 500 participants will gather in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services.

2015 Fall Conference Videos

Selected ELL Videos

Pre-Conference Materials: Intersection Between Special Education and English Learners

Samuel Ortiz, St. John's University

Inclusion and Extra Curricular Activity

Legal information on requirements from IDEA and OCR for inclusion during extracurricular/ nonacademic activities including field trips, concerts, and sports will be shared in addition to administrative best practices and creative ideas for inclusion of students with disabilities.
Laurie Kash, Rainier School District
Dr. Jennifer Spencer Iams, West Linn-Wilsonville School District

Achieving Recovery for Children and Families Through Peer Support

Clackamas County Behavioral Health has implemented a Peer Support System of Care (SOC) serving children, adults, and families. Family Partners assist parents in navigating various child serving systems, Peer Support Specialists provide support to parents struggling with their own mental health or addiction challenges, and Youth Peer Support Specialists provide 1:1 support to young people facing mental health and/or substance use issues. Peers can support a family in engagement with the systems (schools and others) their children may be involved in to help create a stable environment outside the classroom for children. We will present information on the benefits of a family working with a Peer Support Provider, the role of the Provider, access points to a Provider, and the data supporting the use of Peer Supports for a family and their child(ren) on their journey to recovery.
Ally Linfoot, Clackamas County Behavioral Health Division
Jammie Gardner, Youth MOVE Oregon

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.
Learning Outcomes:
  1. Outline the process of systematically reducing the depth, breadth, and complexity of standards to remains strongly linked to the original standard (“essentialization”).
  2. Outline the development of Present Levels of Academic Achievement and Functional Performance (PLAAFP) and Individualized Education Program (IEP) goals and objectives that are linked to these essentialized standards.
  3. Reference anticipated changes to the alternate assessment system and the accessibility supports to be made available (formerly “accommodations”).
Brad Lenhardt, Oregon Department of Education
Jerry Tindal, University of Oregon
Dan Farley, University of Oregon

Integrating STEAM into PreK-K Learning Environments

Come learn how Science, Technology, Engineering, Art and Math (STEAM) can be integrated into your PreK-K work with children and families. David Douglas School District, through the Kindergarten Readiness Partnership and Innovation Grant, has been exploring the implementation of STEAM in early childhood environments with PreK- K teachers. The session will include how to:
  • Incorporate natural sciences and multi-sensory activities into your early learner curriculum.
  • Teach using multiple learning styles in multiple settings including classroom activities and field experiences.
  • Develop lesson plans and ideas for implementation
  • Communicate with families using technology
  • Increase & engage all learners using technology
  • Ensure that children are both making and enjoying art
  • Incorporating art into academics
  • Support and influence young children's math acquisition.
  • Enhance a child’s numeracy development through the use of children's literature, songs, journals and games.
The session will provide strategies to engage families and educators in exploring and learning with STEAM.
Angie Ortiz-McNeese, David Douglas School District
Kristi Byfield, David Douglas School District

Building an Implementation Plan for Early Childhood RTI

Come join David Douglas School District and other school districts around the state to see what each district is doing related to Early Childhood RTI. See universal screening data and how districts use this data to determine next steps in developing a seamless Preschool through School Age RTI system.
Kristi Byfield, David Douglas School District
Marc Thielman, David Douglas School District
Elise Hall, David Douglas School District
Raquel Gwynn, David Douglas School District

The Power of Growth Mindset and Social and Emotional Learning (SEL) Across the PreK-3rd Continuum

Growth Mindset. Resiliency. Grit. Perseverance. Self-awareness. Self-management. These mindsets, strengths, and skills (a.k.a. non-cognitive skills) are essential for fostering motivation, achievement, success, and overall well-being. Join me as we explore the what, why, and how of growth mindset and social and emotional learning across the PreK-3rd continuum. You will gain knowledge and understanding of: 1) Mindset and social and emotional learning (“the what”) 2) The importance of developing a growth mindset and SEL competencies (“the why”) 3) How to translate growth mindset and SEL into practice ("the how").
Kendra Coates, Redmond School District

Oregon’s Equitable Access to Educators Plan

Using the guidelines provided to states by the U.S. Department of Education, this session will explore the mandatory creation of an Educator Equity Plan for the state of Oregon. Participants will have the opportunity to review the requirements, ask pertinent questions, and provide valuable feedback as key stakeholders in the drafting of the plan.
RudyAne Rivera-Lindstrom, Oregon Department of Education

IDEA Lessons Learned

Overview of the IDEA dispute resolution mechanisms, and recent state complaint final orders, due process orders, OSEP guidance, and relevant federal IDEA litigation. Participants will also be provided with hypotheticals for group work and discussion.
John Inglish, Oregon Department of Education


2015 Legislative Updates

The 2015 Legislature passed a number of changes in education. This session will provide an overview and update on the implementation of these changes.
Emily Nazarov, Oregon Department of Education

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, Oregon Department of Education

Eliminating Racial Disparities in Exclusionary Discipline

Objective: Participants will leave with a sense of how they might be able to bring this work home to their districts. It will provide them ideas of good practices that seem to work in Oregon in highly diverse school districts as well assist the participants to gain knowledge about leadership for equity skills. Description: For the last four years, the All Hands Raised (AHR) Cradle to Career Initiative has worked collaboratively with 6 Multnomah County school districts, higher education, business leaders, profit and non profit organizations and community based, culturally specific organizations to create systems for success for our children from Cradle to Career. One of the AHR's five collaborative work groups is the Eliminating Racial Disparities in Discipline work group. Come to our session and learn about what is working (and not working) in highly diverse communities to staunch the flow of children from the schools to prison pipeline. Learn about how data analysis, school district policy development, best practices implementation, community based conversations and deep personal work in equity can help your school district eliminate the disparities in exclusionary practice for kids of color.
Kathy Kiem Robinson, Parkrose School District

IDEA Assurance Statements- What Are You Signing?

Every year ODE requires school districts and other education programs to submit signed "IDEA Assurance Statements." In this introductory session, learn the reason for these assurances, what your signature means, the commitments your district is making by signing, and similarities/differences with other federal funds assurances. Questions welcomed.
Jackie McKim, Oregon Department of Education
RaeAnn Ray, Oregon Department of Education

Private School Data

This presentation will cover proportionate share determination, the consultation process and completing the required data form. This presentation is for any district that has private schools within their district boundaries, and becomes an important factor in the distribution of IDEA dollars.
Trish Lutgen, Oregon Department of Education
RaeAnn Ray, Oregon Department of Education

Multi-Year Database Tutorial: A gateway to ten years of Oregon Special Education Child Count data BYOD

A comprehensive analysis of special education data is essential for the robust development of special education policy and decision making. Learn to utilize the Multi-Year Database (MYDB) and be a more informed member in your district’s, or Oregon’s, special education decision making processes. The MYDB tool is a compilation of Special Education Child Count data over the last ten years organized into an Excel pivot table. Use the MYDB to identify trends in special education data, verify data in SPR&I, present to school boards, fulfill data requests, and more. This tutorial is meant for those who are interested in utilizing Special Education Child Count data, but are unfamiliar with how to utilize a pivot table. Feel free to bring your own device that can link to Wi-Fi and follow along with some real world examples.
Wes Mouw, Oregon Department of Education

American Indian Alaska Native Education Plan

In March 2015, the Oregon State Board of Education adopted a new P-20 strategic plan which aligns with Oregon Department Education's strategic plan. This plan requires a serious educational commitment for all Administrators and districts. The plan focuses on American Indian Alaska Native student achievement and has significant implications for all students. This session will provide a roadmap of how to explore solutions to potential challenges in plan implementation. This is also an invitation to any districts/schools willing to pilot implementation strategies.
April Campbell, Oregon Department of Education
Shadiin Garcia, Chief Education Office

Principals Conversation 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, Oregon Department of Education

Administrators Conversation 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, Oregon Department of Education

Teachers Conversation 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, Oregon Department of Education

Meeting the Needs of 21st Century Students with Online Therapy

Online delivery of special education services - from behavioral interventions to mental health to occupational therapy to speech/language services - is rapidly becoming a means of reaching 21st century learners. Online therapy gives districts a practical, cost-effective tool to ensure that all students receive the high quality services they need to access the curriculum in the least restrictive environment possible, while dealing with staff shortages, relieving unmanageable caseloads and fulfilling service in hard to reach places.

Join Tania Tong, Director of Special Education, at Medford School District and Brett Gallagher, with PresenceLearning, as they discuss how this flexible delivery method can provide quality therapeutic intervention, fill staffing shortages, and improve overall outcomes for special education students.
Outcomes Include:

  1. The "lessons learned" from Medford's experience with online speech therapy
  2. Demonstrate how online therapy works
  3. Review the data regarding the efficacy of online therapy.

Tonia Tong, Medford School District
Brett Gallagher, PresenceLearning


A Consultation Model that Works in Early Childhood Settings

Early Childhood CARES will share a best practice Consultation Model they have been implementing in community preschools and Head Start Programs with successful results. Participants will learn a systematic process for sharing content expertise as early childhood special educators to reach mutually determined goals for children and families in community settings. Learning and using empirically based consultation techniques are essential skills for EI/ECSE specialists and this session will present the structure and process to be successful in this role. Participants will learn the steps of the consultation process, receive forms and aides to assist with the process and learn about the evolution, experience and effective results from its implementation in Lane County.
Judy Newman, EC Cares
Natalya McComas, EC Cares
Sam Fisher, EC Cares

Long Term Care & Treatment and ODE's Role

This presentation will explore the history of ODE's role in LTCT and the progression from the beginnings of the Christy list to now. You will learn what role ODE plays in supporting 46 of the approximately 210 day and residential treatment facilities in the state and where ODE is taking the program. This session will cover funding, distribution of funds, contracting, and many other issues related to the educational programs in the ODE sponsored LTCT programs.
Mitch Kruska, Oregon Department of Education
Sam Ko, Oregon Department of Education

Addressing the SLP Shortage: Strategies for Recruiting and Retaining High Quality Staff

  • State of the field of Speech-Language Pathology in Oregon
  • The ODE SLP Scholarship Program
  • Telepractice
  • Elimination of TSPC credential
  • Recruitment and retention strategies and stories from the field
Robin Shobe, Oregon Department of Education

Collaborative Problem Solving Partnership with Community Resources

The Redmond School District, in partnership with St. Charles Medical Center and Wyldwoodz parent support system, are training and coaching the staffs at three schools in Collaborative Problem Solving. This training and coaching has offered additional support to staff to work with some of our most challenging students who experience a significant impact from mental health and behavioral issues.
Martha Hinman, Redmond School District
Shannon Pugerude, Wyldwoodz Family Resource Center

Supporting Collaborative Practices and Opportunities for Inclusion SWIFT Part 1

This session will focus on highlighting promising practices occurring in Oregon schools that partner with the National Technical Assistance Center for Schoolwide Inclusive School Reform, the SWIFT Center, which stands for Schoolwide Integrated Framework for Transformation.
Focus will include:
  • How to plan for collaborative teaching/practices and dat review processed that support inclusive educational practices and meet the abilities of ALL students using the SWIFT framework.
  • How this contributes to proiritizing strengths that already exist in school, and
  • How inclusive educational practices are being utilized in early learning programs (as directed by school districts.)
Laura Miltenberger, SWIFT Center
Kerry Desmarais, Redmond School District
Lisa Darnold, Oregon Department of Education
Patrick Kelly, Oregon Department of Education

Outcomes and Planning for the Coming Year SWIFT Part 2

Come learn about outcomes districts/schools who partner with ODE and SWIFT Center are experiencing in attendance, behavior, and academics, and learn how partner sites have used currently existing strengths to leverage funding, staffing, and scheduling in dynamic and creative ways. Time will also be spent sharing how Oregon will increase capacity and expand use of evidence-based inclusive educational practices in the State.
Patrick Kelly, Oregon Department of Education
Melinda Mitchener, SWIFT Center

Behavior Management in Special Education

Review of recent legislative changes to Oregon’s school discipline law. Review of Oregon’s statutory/regulatory framework for restraint and seclusion including staff training, reporting, restraint room specifications, and data collection and reporting. Federal and state resources for guiding policy and practice.
John Inglish, Oregon Department of Education


This is a time to network with your colleagues. Come exchange business cards and ideas here! County Contacts from the Office of Student Services will be also available to meet staff during this time.
Oregon Department of Education County Contacts

Inclusion for Equity

Hillsboro School District will share their plan and process for developing an inclusive instructional model designed to support diverse learners accessing core instruction. Collaboration strategies and district restructuring efforts that are a key to success will be shared.
Mike Scott, Hillsboro School District
Francesca Sinapi, Hillsboro School District
Elaine Fox, Hillsboro School District

Fostering Cultural Competencies Through Collaborative Partnerships

The Fostering Cultural Competence through Collaborative Partnership project is a collaborative effort between the Pendleton School District and the Confederated Tribes of the Umatilla Indian Reservation (CTUIR). The main goal of this work is to create a more culturally responsive staff and student body in the Pendleton School District. Presenters will share the background of district and tribal partnerships and its impact on students and staff.
Trish Mooney, Pendleton School Dristrict

Oregon Statewide Assessments & Students with Disabilities

The focus of this presentation is the assessment system relevant to students with disabilities. This session will reference anticipated changes to the general assessment system, to the system of accessibility supports, and to the alternate assessment system.
Learning Outcomes:
  1. Participants will become familiar with anticipated changes to the general and alternate assessment systems.
  2. Participants will become familiar with the accessibility supports available to students—especially students on IEPs or 504 plans--who are planning to demonstrate proficiency of the essential skills through a statewide assessment(s).
  3. Participants will identify next steps to inform their current process of identifying accessibility supports for students—especially students on IEPs or 504 plans--who are planning to demonstrate proficiency of the essential skills either through a statewide assessment(s) and/or work sample(s).
Brad Lenhardt, Oregon Department of Education
Mitch Kruska, Oregon Department of Education
Rachel Aazzerah, Oregon Department of Education

What a Principal Needs from a Special Education Director (panel)

Principal panelists will provide a perspective as to what they need, or don't need, from their Special Education Directors and Teams. Many Principals start into positions having little knowledge as to the intricacies of IDEA paperwork, notice and compliance regulations in addition to placement and discipline. These panelists will provide insight as to their experiences and how they have best come to know, understand and work with their building and district special education teams.
Kevin Ricker, Springfield School District
John George, Gresham Barlow School District
Rachel George, Oregon Trail School District

Be Prepared for ESY

This presentation will provide you with tools and information to assist your district in gathering data and making decisions regarding which students qualify for Extended School Year. Several usable forms and processes will be reviewed that can be used in both large and small districts. Having a data based process in place for determining both who is eligible and the types and amounts of services provided, will provide a solid foundation when the inevitable questions and complaints arise.
Joan Steiner, Scappoose School District
Janet Wentz, Scappoose School District

Parent Engagement

Hillsboro School District, FACT and ODE team up to discuss parent engagement strategies, resources and the benefits of engaging families and communities in the student experience.
Elaine Fox, Hillsboro School District
Laura Petschauer, Oregon Department of Education
Jenny Cavarno, FACT

Introduction to FACT PTI – Oregon’s Parent Training and Information Center

The FACT PTI provides parent training, including IEP education for parents of children experiencing disability, and utilizes FACT’s existing philosophy, infrastructure, experience, collaborative partnerships, and strong statewide community connections to provide families with necessary support as they pursue the hopes and dreams they have for their children experiencing disabilities.
Jenny Cavarno, FACT

Workforce Innovation and Opportunity Act (WIOA). Stronger Partnerships for Transition Aged Students

President Barack Obama signed WIOA into law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. This session will discuss how WIOA strategies increase individuals with disabilities’ access to high quality workforce services and prepares them for competitive integrated employment.
Heather Lindsey, Oregon Department of Education
Keith Ozols, Oregon Vocational Rehabilitation
Dan Haun, Oregon Department of Education

Transition Technical Assistance Network Update Year 2

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 full-time Transition Network Facilitators. In this session the Transition Network Facilitators will share lessons learned and resources developed during the first year. Please come to meet the facilitator assigned to your county/district, learn more about the TTAN, and the goals developed for the second year.
Heather Lindsey, Oregon Department of Education

SPR&I 101 – Getting Started

This is an overview session of the SPR&I system for any new SPED director or staff who work in the system. Participants will learn how to log-in, navigate the system, interpret the dashboard and review the general supervision activities that are required during the school year.
Laura Petschauer, Oregon Department of Education
Alan Garland, Oregon Department of Education

EBISS and Implementation Science: Coming Soon to a District Near You

Has your Leadership team been wishing you too could be an EBISS District? Come to this presentation and learn how the funding and technical assistance provided by EBISS is spreading to new districts in the state. Participants will gain a better understanding of the core elements that EBISS Districts use to implement and sustain evidence-based practices through aligned infrastructure components.
Martha Buenrostro, Oregon Department of Education
Marick Tedesco, State Transformation Specialist

Special Education Funding and other great IDEAs

This session will provide special education personnel how special education funding works at both the state and federal level. Specific topics include: IDEA flow-through dollars Excess Cost High Cost Disability Grant State Special Education Funding Maintenance of Effort.
Trish Lutgen, Oregon Department of Education
Michael Elliot, Oregon Department of Education

Chronic Absenteeism, Health & High School Graduation in Oregon

This presentation will briefly review national data on chronic absenteeism, and then dive deeper into local data on the issue. The relationship between chronic absenteeism and educational and health outcomes will be explored with an emphasis on 3rd grade reading, HS graduation, students in poverty, students of color, students with disabilities and the LTBTQ population.
Ely Sanders, Oregon Department of Education
Robin Shobe, Oregon Department of Education
Isabelle Barbour, Public Health Division

Special Education June Census Data Changes

This session will focus on the changes and the reasons behind making the changes. There will be discussion on how to make it easier during the data collection and less work when it comes to SPR&I.
Trish Lutgen, Oregon Department of Education

Reporting and Using Quality Data

This session is an overview of the data collections that provide information within the SPR&I system for program improvement. Participants will learn why it is important to have quality data reported in the various collections, how SPED directors/teacher can team up with district data staff to validate data prior to submission, how to correct errors with data, and how to review data once it is in the SPR&I system.
Trish Lutgen, Oregon Department of Education
Laura Petschauer, Oregon Department of Education

Integrated Models of Prevention and Treatment: Positive Behavior Supports and Restorative Practices

Multiple approaches to school discipline and bullying are currently being used nationally and internationally. School wide Positive Behavior Interventions and Supports (SWPBIS) has been widely disseminated with the support of the U.S. Department of Education. In recent years, there has been a rapidly rising interest in the adoption and evaluation of Restorative Justice practices in schools, typically referred to as Restorative Practices. In this session we will describe the theory and components of each approach and then illustrate a proposed combined intervention approach. The approach is based on a core theory that integrated models of prevention and treatment, which combine multiple independent strategies or programs merged into a single intervention, have the potential to address some of the significant challenges facing school programs in a way that does not compromise integrity. Applied examples will be included in the presentation.
Jeff Sprague, University of Oregon

Dyslexia: a Simulation and Discussion

Recent research shows that as many as one in five students have some degree of dyslexia. Dyslexia is the most common SLD, but do we truly appreciate what dyslexia feels like for these students? Participants will experience a lively, hands-on simulation of dyslexia that is designed to provide an understanding of the difficulties and frustrations that these students experience on a daily basis. Participants will gain a better understanding of not only the academic challenges faced by these students but of the social, emotional, and behavioral challenges that often accompany and mask dyslexia. Join a discussion on how to best support students with dyslexia in both special education and general education programs.
Jen Cappalonga, Decoding Dyslexia Oregon
Lisa Lyon, Decoding Dyslexia Oregon
Alicia Roberts Frank, Decoding Dyslexia Oregon

Collaborating to Hire the Best

The following presentation will provide an overview of the hiring practices in the Beaverton School District which includes information on staffing, recruiting, growing your own, events, and interviews.
Danielle Sheldrake, Beaverton School District

Modified Diploma/Work Samples/Credits/Grading

Session will start with a comparison of the credit requirements of the Standard Diploma with the Modified Diploma. Then an interactive conversation will occur about what constitutes the label “modified” and what impacts it could have upon classroom grading, accrual of credits, completion of work samples and the presentation of diplomas. Participants are highly encouraged to bring questions and or concerns from their Districts.
Jeremy Wells, Oregon Department of Education
Melissa Glover, Salem-Keizer School District

Incorporating Evidence-Based Practice & Predictors into Transition Services

Oregon is engaged in fast-paced and far reaching efforts to improve school engagement and secondary transition programs/services throughout the state. Learn how districts can use a data-based decision making tool, STEPSS, to examine their secondary transition Indicator data for graduation (Indicator 1), dropout (Indicator 2), compliant IEPs (Indicator 13), and post-school outcomes (Indicator14). STEPSS provides a structured process for a stakeholder group to review data, assess their progress toward meeting district targets, assess implementation of predictors of post-school success, and develop an action plan based on implementation of the predictors. Participants will leave the session with an understanding of the STEPSS process and what they need to do in order to use STEPSS in their district.
Pattie Johnson, Western Oregon University
Mitch Kruska, Oregon Department of Education
Charlotte Alverson, National Post School Outcome Center

Using a Decision-Making Tool - STEPSS

Learn how districts can use a free tool, STEPSS, to present up to four years of their secondary transition Indicator data for graduation, dropout, compliant IEPs, and post-school outcomes in a PowerPoint format. Districts that have used STEPSS will show how the tool provides a structured process to review data, look at predictors of post-school success, assess their progress toward meeting district targets, and develop an action plan based on implementation of the predictors. The tool is designed to be used with a variety of stakeholders. Participants will leave with an understanding of how to use this tool provided to Oregon by the National Post School Outcome Center to identify gaps and design an action plan for transition services.
Pattie, Johnson, Western Oregon University
Charlotte Alverson, National Post School Outcome Center

DHS 101

Learn the basics about the Department of Human Services, and how the different departments intersect with education. Participants will understand the difference between Child Welfare, Vocational Rehabilitation, Self Sufficiency, and Developmental Disabilities, as well as the services offered in each program. Participants will understand how to best engage and communicate with the various agencies.
Catherine Stelzer, Department of Human Services
Keith Ozols, Department of Human Services

P3 Alignment in Oregon: Supporting Children to Make Successful Transitions for EL to K

In this session, participants will be introduced to some of the key strategies being implemented across the state, including efforts underway to align standards for children's learning and development, the Early Learning Kindergarten Partnership & Innovation grant, and Oregon's Kindergarten Assessment. Participants will have an opportunity to discuss how these initiatives impact and support children who receive special education services.
Brett Walker, Oregon Department of Education

Obligations & Responsibilities for Translation/Interpretation with Parents of Special Needs Students

The role of parents in the educational experience is vital for student success. This session will discuss the legal obligations of school districts to include all parents in the process, regardless of the language that they speak. In this session we will discuss how to determine which documents must be translated, and how to create the required district plan. We will also explore resources and options available for districts to use.
Karin Moscon, Oregon Department of Education

Improving Educational Outcomes for Students in Foster Care

This session will focus primarily on recent updates on the joint work between ODE and DHS for supporting and improving educational outcomes for students in foster care. This will include a brief Child Welfare 101, updates on data sharing agreements between ODE and DHS, and the most recent information on transportation needs for students across district boundaries. Attendees will be asked to provide feedback on a draft agreement between the two agencies, with specific attention paid to Best Interest Determinations, the role of the IEP Team, and dispute resolution procedures when a disagreement about school enrollment occurs.
Catherine Stelzer, Department of Human Services
Melissa Glover, Salem-Keizer School District

Increasing Student Voice

Believing every child can learn and achieve at high levels, the Special Education team at West Linn-Wilsonville is engaged in continuous improvement by focusing on three areas of growth. One of the three areas is Increasing Student Voice. We want every student to communicate effectively, including students using AAC devices and alternate means of communication. We will be sharing our practices around increasing student voice and how we worked with a group of general and special educators to increase the use of those systems throughout the school day.
Jennifer Ziolko, West Linn-Wilsonville School District
Kathleen Versteeg, West Linn-Wilsonville School District

Unveiling the Secrets of Hogwarts and Oregon School for the Deaf

Informal Q & A regarding Oregon School for the Deaf (OSD) collaboration with Regional Services and future for students who are Deaf in Oregon. Short presentation on OSD operations and resources; Regional Management Team/Professional Learning Team (PLT); Discussion to follow.
Sharla Jones, Oregon School for the Deaf
Sarah Drinkwater, Oregon Department of Education

Reaching All Learners through Universal Designs for Learning

Providing learners with disabilities a chance to access and achieve progress in the general education curriculum requires us to ensure that the curriculum is cognitively challenging, that all students are actively engaged in learning, and that they are appropriately supported to reduce barriers to the curriculum. This session provides practical classroom- and school-based applications to implement differentiated instruction that addresses the diversity of students in the classroom. We will consider recent brain research and the implications for understanding how individuals learn and what motivates them. We will look at some new frontiers in the delivery of curricular content and how these advances will change the way classroom materials are developed and utilized. Additional understanding of how flexible technology compares with traditional print media as a learning tool will also be built.
Linda Eastlund, Clackamas Education Service District

Avoiding Crisis, Creating Awareness: A Mental Health First Aid Approach In Schools

Many of us are surprised to learn that 50 percent of people in the U.S. will meet the criteria for a diagnosable mental health disorder sometime in their life, and half of those people will experience symptoms of that disorder by the age of 14. The implications of this data place a clear responsibility on schools to promote mental health and well being, to reduce barriers to accessibility of services and supports and to earlier identify students in need and link them to formal and informal supports and services.
This workshop will:
  • Increase awareness of the prevalence of mental illnesses and their impact on student learning and social/emotional development.
  • Explore strategies to promote mental health among students, and reduce the stigma associated with mental health disorders.
  • Present an overview of Youth Mental Health First Aid, an evidence-based program to reduce stigma and increase earlier identification of students experiencing symptoms of emerging mental illnesses and/or a mental health crisis.
Erin Rust, Greater Oregon Behavioral Health Inc.
Kathryn Henderson, Association of Oregon Community Health Programs

English Learner Students with Disabilities (ELSWD)

Review of updated data and promising practices for supporting ELSWD students. Promotion procedures from local districts will be shared. Participants will have time to discuss what is working for supporting ELSWD students and hear from colleagues. ODE staff will share US Dept. of Education guidance and support.
Kim Miller, Oregon Department of Education
Jeremy Wells, Oregon Department of Education

Social Construction of Labels

Hillsboro School District will discuss the inclusive structures and process they have created to mitigate the negative effects of student labeling and increase equitable student access to core curriculum. This session will engage participants in a discussion of the social construction of labels and how they play out in a public education system. The Hillsboro team will share the collaborative structures they have designed to increase equitable access for all students while minimizing the effect of labeling students.
Jon Pede, Hillsboro School District
Matt Nova, Hillsboro School District

Accessible Instruction and Curriculum: Tools and Strategies That Make Learning Accessible for Each Student

An estimated 85% of our students with IEPs receive the majority of their instruction in the general education setting. Additionally, each of these students must receive consideration for the need for Assistive Technologies (AT) and Accessible Educational Materials (AEM). This session will focus on no-cost and low-cost tools and strategies that make curriculum and instruction accessible to students in the classroom who present with mild disabilities such as ADD/ADHD, Communication Disorder, Autism, Dyslexia and Learning Disorders. In addition, assessing individual student need for AT and AEM, addressing the constraints of various learning environments, collaboration among teachers, use of accessibility supports on large scale testing and funding for low and high technology tools will be discussed.
Robin Shobe, Oregon Department of Education

Assistive Technology in the Classroom

For students with disabilities, knowledge of and comfort with assistive technology may be their key to success. This presentation will demonstrate many types of assistive technology, from low tech to high tech. Participants will become familiar with the features of a variety of assistive technology device and services designed to allow students with disabilities the opportunity to achieve educational goals.
Elisha Kirsch, Access Technologies Inc.

ODE Update on Student Learning and Growth

This session will focus on ODE updates on Student Learning and Growth goals as they relate to Special Education teachers. Specific resources will also be available.
Sarah Martin, Oregon Department of Education
Sarah Phillips, Oregon Department of Education

Engaging Challenging Conversations

In 2015, ODE kicked off the first cohort for the Engaging Challenging Conversations (ECC) project. The objective for ECC is to build capacity in districts/ESDs for conflict resolution. Cohort members commit to participation in the project for two years. Year One includes an intensive two-day onsite training workshop, following by monthly coaching sessions--both led by master dispute resolution practitioners. Year One focuses on strengthening fundamental conflict resolution skills for individual practitioners. Year Two focuses on applying those skills in a facilitative manner (e.g., facilitated IEP meetings, intra-department meetings, inter-agency meetings, etc.)
John Inglish, Oregon Department of Education
Karen Hannan, Possibilities Inc.
Greg Abell, Sound Options

Comprehensive Sexuality Education: Law, Health Standards, and Best Practice

Oregon Schools are required to teach age appropriate comprehensive sexuality education K-12. This workshop will provide an overview of Oregon’s laws, benchmarks, and health standards related to sexual health and education. Workshop will provide updates on current work including: best practice health education and curriculum; LGBTQ and gender equity; and healthy relationships.
Ely Sanders, Oregon Department of Education

Failure to Respond or Failure to Educate? Considerations for SLD determination with ELs.

This nationally renowned speaker will discuss the use of RTI-Based SLD identification processes with English learners and present resources educators may use in their practice when determining special education eligibility with non-native English speakers.
Samuel Ortiz, St. John's University

Strategies for Effective SPR&I Completion

Tips and tools for successfully coordinating the SPR&I.
O’Lisa Oliphant, Hillsboro SD

Preparing for Life

Introduction to FACT PTI – Oregon’s Parent Training and Information Center. The FACT PTI provides parent training, including IEP education for parents of children with special needs, and utilizes FACT’s existing philosophy, infrastructure, experience, collaborative partnerships, and strong statewide community connections to provide families with necessary support as they pursue the hopes and dreams they have for their children experiencing disabilities. This presentation delves into Person-centered Practices and the vision for students 16- 21 given all the changes in Oregon right now.
Jenny Cavarno, FACT

Developing a Comprehensive Program for Students with Autism Spectrum Disorders Using Evidence-based Practices.

This presentation will describe the components and evidence-based practices of a comprehensive district-wide program for students with autism. Implementing a comprehensive age appropriate, evidence-based program 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. Information on staff training available in Oregon through the Oregon Program Autism Training Sites and Supports project and the Oregon Regional Programs will also be shared.
Participants will learn:
  1. The components and evidence-based practices of a comprehensive district-wide program for students with autism.
  2. To identify age appropriate practices across the grade levels (early intervention, preschool, elementary, secondary, post-secondary).
  3. Practical long-term solutions for implementing an effective program.
  4. Staff training opportunities in Oregon.
Joel Arick, OrPATS

Balancing the Changes of Special Education Teacher Preparation with the Needs in the Schools

Come join a round-table discussion with University of Oregon’s Special Education preparation programs faculty to learn about the program as well as share your school/district needs and concerns. This discussion will assist in forming stronger partnerships with districts as well as support continuous program improvement. Come share ideas and experiences and learn about programs and potential areas for partnership. To focus the discussion, the following questions will be addressed:
  • What is the current make-up of the UO Special Education programs (i.e., faculty; early intervention; k-12)?
  • How are the recent changes from TSPC and ODE impacting teacher preparation (e.g., EdTPA, basic skills exam, recruitment, CEEDAR Center, etc.)?
  • Co-teaching is receiving lots of attention. How do we prepare future special education teachers to be able to design and deliver highly specialized instruction to meet the needs of students with disabilities while also training them to be able to successfully collaborate with their general education partners?
  • What are some ways to create reciprocal relationships between districts and the program to ensure training is meeting field-based needs (e.g., Are there specific specialists/endorsements in short supply or skill areas needing to be addressed)?
  • How can online learning support district need for professional development and specialists/endorsement training opportunities?

Elisa Jamgochian, University of Oregon
Lisa Hellem, University of Oregon
Emma Martin, University of Oregon


EI/ECSE State Systemic Improvement Plan

A review of current and future implementation activities of the EI/ECSE State Systemic Improvement Plan. Participants will learn about current ODE supports for pilot programs implementing Collaborative Problem Solving and other techniques to support Approaches to Learning and development of social skills for children birth to five years old. Opportunities for future participation in pilot programs will be reviewed.
Nancy Johnson-Dorn, Oregon Department of Education
Alan Garland, Oregon Department of Education
Tonya Coker, Willamette Education Service District
Bruce Sheppard, Oregon Department of Education

Open Communication: Avoiding the Raging Bull of Conflict

Using open and effective communication will diminish the threat of conflict and potential legal due processes, as well as allow special educations to feel competent when dealing with conflict. In this presentation participants will learn the basic legal knowledge needed to stay away from conflict, recognize signs of conflict and what to do about them, increasing 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.
Diane Hensley, TriStar Special Education Consultations
Patti Craveiro, TriStar Special Education Consultants

Ideas for Accommodations, Modifications, and Adaptations

It is the school’s responsibility to identify, evaluate and determine eligibility for students who are not successful in the general education environment. The school needs to develop a plan with strategies that may include accommodations, modifications, and adaptations to qualified students so they can access the general education curriculum.

This presentation will discuss who qualifies and the process for developing a plan. The difference between modifications and accommodations will be clarified with sample ideas in each area. Scenarios will be presented and practiced, 9 Areas of Adaptations with be reviewed.
Diane Hensley, TriStar Special Education Consultations
Patti Craveiro, TriStar Special Education Consultants


New Special Education Directors Session

Is this your first Special Education Director Position? Do you have more questions than answers? Well, we have a group for you! COSA is Launching a new series to support the needs of a new Director to the field and to a district. Set aside time for this session to hear what is planned for this year, complete a survey of areas that are of interest to you and network with colleagues as we discuss new and old compliance requirements for experts in the field.
Linda Warberg, George Fox University

Your browser is out-of-date! It has known security flaws and may not display all features of this and other websites. Learn how