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2016 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 5 - October 6, 2016, over 500 participants will gather in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services.

A Trail of Tiers: Lessons learned about School Safety and Discipline and What We Need to Know Next

Educators in today’s schools and classrooms are seeking support and training to adopt, implement and sustain effective, cost-efficient school-wide, classroom and individual student positive behavior support practices. In addition, educators increasingly recognize the critical role of parent involvement and support in the schooling process, at a time when more and more families are challenged by poverty and stress. Schools are also struggling to integrate positive school discipline practices and social-emotional learning in a pressurized context of reducing exclusionary discipline while maintaining high stakes academic outcomes for an increasingly diverse and at-risk. This session will highlight some big ideas from research on these issues, including what is known (and not known) about school discipline effectiveness, promising practices and outcomes in reducing exclusionary discipline practices, and research on teacher wellbeing as a variable in understanding barriers to implementation of evidence-based practices.
Jeffrey R Sprague, University of Oregon

Accessibility to Grade Level Content for Students with Significant Cognitive Disabilities -Part One

Participants will become familiar with the process of systematically reducing the depth, breadth, and complexity of standards to remain strongly linked to the original grade level content standard (“essentialization”) in ELA, Math, or Science and discuss appropriate PLAAFP statements and IEP Goals and Objectives that are aligned to essentialized standards. Please bring your laptops as well as a student's IEP (who participates in Oregon's Extended Assessment).
Brad Lenhardt, Oregon Department of Education
Dan Farley, BRT University of Oregon
Gerald Tindal, BRT University of Oregon

Accessibility to Grade Level Content for Students with Significant Cognitive Disabilities - Part Two

A continuation of “Accessibility to Grade Level Content for Students with Significant Cognitive Disabilities (Part One)”, participants will become familiar with the process of developing curricular and instructional templates that are aligned to the essentialized standards (EsSt) of ELA or Math. Please bring your laptops as well as a student's IEP (who participates in Oregon's Extended Assessment).
Brad Lenhardt, Oregon Department of Education
Dan Farley, BRT University of Oregon
Gerald Tindal, BRT University of Oregon

Accessible Educational Materials (AEM): Proactive Strategies Supporting Access to the Curriculum for all Students

We are required by IDEA to provide Accessible Educational Materials (AEM) to students with disabilities. With Oregon initiatives calling for all students to be successful learners and to be receiving specialized instruction based on the Common Core, providing AEM to students is a key strategy for educators in meeting these objectives. And, today, with the influx of technology and electronic publications, this has become a less daunting task. This session will provide a brief overview of legal requirements and processes around providing AEM to students. (Hands-on – laptops provided)
Shar Powell, Oregon Technology Access Program (OTAP)

Administrators' Conversations w/ODE

This session is an opportunity for administrators to discuss issues that they are facing in their current work. A collaborative, problem-solving approach will be the focus. The Assistant Superintendent leads this interactive session.
Sarah Drinkwater, Oregon Department of Education

African American/Black Student Success Plan: What Educators Need to Know

This session will provide an overview of House Bill 2016, the African American/Black Student Success Plan and what the state is doing to close gaps for plan students. African American/Black students continue to experience historical and persistent deficiencies in early childhood, youth development, K-12 and higher education settings. They lack a culturally diverse professional teaching core and/or culturally responsive instruction. Gaps in student achievement and opportunities continue as well as disproportionate rates of discipline, behavior, and special education. Historical and persistent challenges facing African American/Black students negatively impact P-20 education, business development, housing and employment opportunities, and social and economic growth for the state of Oregon. Educators will learn how the state education plan can support teaching and learning opportunities in their schools and districts.
Markisha Smith, Oregon Department of Education

All-Day Kindergarten: Success for All Students

Beginning in 2015, full-day kindergarten was funded in to assure that all children have the opportunity to reap the benefits of a full-day program. A full day of learning offers a greater opportunity to foster thinking, problem solving, social and emotional, physical, and academic skills. The increased time in school can also present challenges for children not accustomed to a full-day setting. This session will focus on the benefits of full-day kindergarten for those children most at risk and how the implementation of inclusive, evidence-based practices can increase the likelihood of success for all kindergarten students. Participants will have the opportunity hear about current research and best practices and will also hear about the process that school districts have embarked on to redesign the full-day kindergarten program to meet the learning and development needs of all students.
Kara Williams, Oregon Department of Education
Laura Petschauer, Oregon Department of Education

Alternative Education's Role in the World of College and Career Readiness

With today's increasing expectations of improved student achievement, graduation rates, and preparation for college and career, is Alternative Education changing? The presentation will review current Oregon Alternative Education requirements and accountability considerations, including those addressed in ESSA (Education for Student Success Act). Learning targets: Understand current Alternative Education requirements and any impending changes known at conference time.
Robert Salazar, Oregon Department of Education
RaeAnn Ray, Oregon Department of Education

An Assessment Team Approach for Special Education Eligibility

This approach will lead your team(s) from referral to eligibility and also provides sufficient data to determine if a student does not need evaluation. This is a multi-disciplinary process that addresses all domains which may impact student performance and leads to consideration for a thorough and comprehensive evaluation. After the assessment team compiles the information from a variety of sources, including a data collection form submitted by building staff, an assessment team member presents this data to the parent, teacher(s), and case manager(s) so all members have a voice in evaluation planning. Evaluations are conducted based on the expertise of the team member. Session attendees will receive: - Assessment Team Flowchart - Data Collection Form - Evaluation Planning Form - Eligibility Report Format
Laura Blair, Klamath County School District
Sandy Barkley, Klamath County School District
JoAnne Criss, Klamath County School District
Kerry Smith, Klamath County School District

An Initial Look at using RTI for SLD identification: A focus on the legal components

In the decades that followed the inception of PL-94142, there was widespread discontent with the cognitively based process for determining SLD eligibility. Educators were concerned that it was a “wait to fail” model, that it often did not identify the students with the greatest needs, and that assessment practices did not closely align with instructional practices or lead to better outcomes. Enter IDEA in 2006 and Response to Intervention as a method for evaluating SLD. Despite the fact that RTI is a procedurally and legally robust approach that addresses previous concerns and has many benefits to students, many LEAs have been slow to adopt this approach. This session will describe the science behind RTI, outline essential components, address myths and misconceptions, and highlight the benefits to students. Participants will leave with clarity about the identification process and a renewed sense of the urgency to move forward with this practice.
Sally Helton, Oregon RTI
Shelby DiFonzo, Ontario School District

Best Practices for Addressing Chronic Absenteeism for Special Populations

There is increasing attention and understanding of the importance of good attendance for Oregon's school children. This session will give a brief overview of federal and sate efforts to reduce chronic absenteeism to date, as well as emerging research and best practices for reducing chronic absenteeism among Oregon's specific populations: native students, students experiencing poverty and students with disabilities.
Robin Shobe, Oregon Department of Education
Isabelle Barbour, Public Health Division

Best Practices for Secondary Transition in a Small Rural District

A small rural school district, through strategic collaboration with the Youth Transition Program, Special Education Teachers and Vocational Rehabilitation, has identified best practices for secondary transition. Facing limited resources and an increase in students requiring services, this school district has helpful insights to share with other districts that are facing similar issues.
Joan Hutchinson, a special education teacher to 11th and 12th grade students, will explain how she structures a student’s Individual Education Plan with an individualized goal in mind. Joan has purposefully opted to work closely with the TS to refer students that she thinks would be benefited by the Youth Transition Program. The noteworthy takeaway from this portion of the presentation will be for educators to see an example of excellent practices between a special education teacher and her resident Youth Transition Specialist.
Yvonne Wheeler, the Youth Transition Specialist, will give a brief overview of the Oregon Youth Transition Program’s history, identified partners and purpose. She will also share best practices regarding communication between the school and VR, individualized job coaching services and strategic community partnerships. The noteworthy portion of the presentation will be the recent student success stories that Yvonne will share with the audience.
Darla Kennedy, Vocational Rehabilitation Counselor, has much to say about her work with The Dalles High School and the Youth Transition Program. Through effective communication and goal-oriented work, Darla and the TS have managed to create a successful transition for many of their clients. The noteworthy portion of the presentation will be Darla’s explanation of the VR Eligibility process, Financial Needs Test and tangible ways in which VR is able to help clients overcome specific barriers to employment.
Yvonne Wheeler, Transition Specialist, Youth Transition Program in North Wasco County School District No.21
Joan Hutchinson, Special Education Teacher, North Wasco County School District No.21
Darla Kennedy, Vocational Rehabilitation Counselor, Oregon Department of Human Services for Vocational Rehabilitation

Board Certified Behavior Analysts and School-Based Professionals: Working Together to Support Students with ASD

With the passage of Senate Bill 365, health insurance providers are required to cover applied behavior analysis (ABA) coordinated by a Board Certified Behavior Analyst (BCBA). Children receiving private ABA often have a concurrent special education eligibility under ASD. Student and family outcomes may be enhanced when school-based professionals and BCBAs work together in common purpose with mutual respect and understanding. During this presentation, participants will review concepts and instructional approaches utilized by both groups; how they overlap and differ. We will discuss practical approaches to structure communication, establish common ground, and coordinate efforts.
Brad Hendershott, Columbia Regional Program

Building Infrastructure for Specific Learning Disability (SLD) Decision Making

This presentation will provide participants with the steps necessary to build the infrastructure for using RTI for SLD eligibility. Developing the infrastructure consists of developing appropriate policy, procedures, training and monitoring components. Participants will receive resources and tools to assist in this process and will be provided time to ask questions and receive guidance from people with experience in this work. The presentation is geared towards administrators and key staff who want to use RTI for SLD eligibility.
Shelby DiFonzo, Oregon RTI

Centennial School District Special Education Program: Building-Level Rubric Indicators

The Centennial School District has used a Team Rubric for multiple years to assess effectiveness and guide professional development at the individual building team level. We will share a variety of ways in which the rubric has supported this work. Participants will learn about a rubric for assessing and supporting special education team effectiveness; professional development ideas for teams; deconstructing special education team roles and responsibilities along a continuum from emerging to sustaining indicators; and how this rubric can be adapted for participants' use.
Denise Wright, Centennial SD
Karen Hannan, Possibilities, Inc.

Chasing the Unicorn: Defining a Free Appropriate Public Education

The Individuals with Disabilities Education Act (IDEA) requires states to ensure that all school districts provide a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). In real life, what does FAPE look like? How will you know when you've found it? Does it matter? The session is intended to provide practical strategies to support your district's provision of FAPE in the age of "closing the achievement gap."
RaeAnn Ray, Oregon Department of Education

Contemporary Issues In Speech-Language Pathology School Based Services

This session will address contemporary issues regarding school based Speech-Language Pathology school based services including: recruitment and retention of quality SLPs, telepractice, supervision, Response to Intervention, Co-Teaching, consultation and more.
Robin Shobe, Oregon Department of Education
Diane Levinson, Oregon Speech-Language Hearing Association

COSA LEADS Licensure Programs: Relevant, Rigorous and Nationally Recognized

"This session will provide information about the nationally recognized COSA LEADS licensure and degree programs. For the last five years, COSA has partnered with Concordia University of Chicago to offer a rigorous program that offers Preliminary and Professional Administrator licensure, as well as the option of pursuing a master’s or doctorate degree. The Council for the Accreditation of Education Programs has recognized the COSA-CU Chicago degree programs as being in the top 2 percent of all graduate education programs nationally. The COSA LEADS programs are based on national standards that emphasize instructional leadership and cultural competence. This presentation will include information about different aspects of the rigorous program, which includes a job-embedded internship. "
Cheryl Brown, Confederation of Oregon School Administrators

Creating a Safe and Supportive School Environment for Transgender Students

ODE fosters excellence for every learner, and recognizes that academic success depends on a safe school environment. Schools across our state strive to create and sustain inclusive, supportive, safe, and nondiscriminatory communities for all students. This session will examine how schools and districts can create a safe and supportive environment for transgender and gender nonconforming students. Recent guidance documents from the Oregon Department of Education and the Dear Colleague Letter from the US Department of Justice / US Department of Education will be reviewed, along with policies and practices for implementation. Practices to be discussed include: standards, Student Identification, Name and Gender changes, safety plans, restroom and locker room usage, gender specific activities, field trips, teaching and learning aligned with the state health standards and athletics.
Karin Moscon, Oregon Department of Education
Ely Sanders-Wilcox, Oregon Department of Education

Creating Mental Health Awareness and Avoiding Crisis: A Mental Health First Aid Approach in Schools

Mental illness is common; and as we are increasingly aware of this within schools, it is crucial to have the necessary background information to appropriately assist youth and adults in need of help. This presentation provides an overview of Mental Health First Aid (MHFA) and how administrators, educators, and staff can implement this in schools by building from successful schools. MHFA is an empirically-backed public education and prevention tool. Similar to traditional First Aid CPR, MHFA trains individuals to assist a person developing a mental health problem or experiencing a crisis until professional treatment is obtained or the crisis resolves.
Maria Gdontakis, Asociation of Oregon Community Mental Health Programs
Erin Rust, Greater Oregon Behavioral Health, Inc.

Developing a Comprehensive Program for Students with Autism Spectrum Disorders

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.

Darby Lasley, OrPATS Project


Diploma Options in Oregon (Regular/Modified/Extended)

This presentation will cover all three diploma types and how to incorporate those different options into high school transition planning, we will discuss the common diploma questions that come to the Department from the field. There will be ample time for participants to ask individual questions.
Jeremy Wells, Oregon Department of Education
Sally Simich, Oregon Department of Education

Educational Decision-Making Authority

This presentation will focus on the numerous factors to consider when working with parents and care providers to address the needs of special education students. The goal is for administrators and other professionals to learn the steps that they need to take in cases where decision-making authority is at issue to ensure that they are actually ensuring that the individuals exercising decision-making for students actually have the legal right to do so. These issues often arise when students are in foster care or are otherwise placed out of the home, when educational surrogates have been appointed (or should be), but they can also arise from orders issued from juvenile and family courts. The focus will be on determining what questions need to be asked and what documents need to be reviewed to truly understand which party actually gets to provide consent and assume other legal responsibilities.
Mike Franklin, Oregon Department of Education

English Learners with Disabilities

This presentation will review recent ELSWD (English Learner Students with Disabilities) data and changes in Title III Law (ESSA) that involve reporting on progress of ELSWD students and the common identification of who are English learners.
Kim Miller, Oregon Department of Education

Family Networks, who we are and how we can help

The Oregon Consortium of Family Networks (OCFN), in eight regions around the state, are family led organizations that support families with children with disabilities. They are working to build greater capacity in local communities to support families, and are a resource schools can use. After this presentation, attendees will understand the role of Family Networks in local communities, ways in which OCFN can support schools to best support children, and how to connect with their local Family Network.
Beth Kessler, Oregon Council on Developmental Disabilities
Dianna Hansen, Central Oregon Disability Support Network
Cheryl Cisneros, Creating Opportunities
Emily Braman, FACT Family Network
Laura Dahill, Families Connected
Jill Fummerton, FEATT
Emilie Wylde, Living Opportunities
Dana Stone, ROCCOS Family Network

High Quality Preschool and Kindergarten Teaching and Learning Environments

"High quality teaching and learning environments can provide all children with the social and academic skills that are fundamental for their future school and life success. Participants in this session will have the opportunity to:
  • learn about the essential components of a quality setting that include universal design, evidence-based curriculum, quality classroom interactions, formative assessment, and family engagement;
  • explore and discuss Oregon’s new Early Learning and Kindergarten Guidelines that provide learning standards for children ages three through the end of kindergarten in the domains of language, literacy, mathematics, approaches to learning, and social-emotional development; and
  • examine the research-based characteristics of preschool and kindergarten classrooms that best support approaches to learning (motivational skills) and social-emotional development for children of all abilities."

Kara Williams, Oregon Department of Education
Mandy Stanley, Oregon Department of Education


Implementing the Oregon Student Information Protection Act (OSIPA) – What you need to know

The Oregon Student Information Protection Act (OSIPA) was passed in 2015 and took effect July 1, 2016. OSIPA is designed to prohibit companies from “data mining” information for non-education purposes that was obtained from K-12 schoolchildren through online educational apps used in the classroom. So what does this mean for teachers, schools, and districts? This session with ODE's Chief Information Security Officer will review the responsibilities of companies and what educators need to know about the implementation of OSIPA across Oregon.
Richard Woodford, Oregon Department of Education
Amy McLaughlin, Oregon Department of Education

Implementing the Requirements of Oregon's New Dyslexia Legislation: A Systemwide Approach for Meeting the Needs of Students with Dyslexia

This session will provide a summary of the requirements for schools and districts regarding the newly passed SB 612 on dyslexia. Information on the type of screening measures and teacher training outlined in the legislation will be presented along with an update on proposed Oregon Administrative Rules and the timeline for implementation. Participants will learn how early identification and intervention through tiered support in general education systems can help prevent the severity of reading difficulties typically associated with dyslexia. The role of special education in the overall system of support for students with dyslexia will be discussed, including 504 plans and possible evaluation for specific learning disabilities.
Carrie Thomas-Beck, Oregon Department of Education

Importance of District Programs and Services for Transition Aged Youth

State attention has focused on district transition programs and services in the last year. There is a settlement agreement in the Lane v Brown lawsuit. SPR&I has changed. What have you missed? What’s next on the horizon for the Transition Technical Assistance Network, PSO, interagency coordination (BEST), SPR&I, and the upcoming Oregon State Transition Conference? This session will overview what's new, what's next, and how these events and resources can help districts improve programs and services for transition-aged youth.
Sally Simich, Oregon Department of Education
Mitch Kruska, Oregon Department of Education
Heather Lindsey, Oregon Department of Education

Improving Student Outcomes through Transition Planning and Programs

ODE requires districts to address their secondary transition activities and progress in the four transition indicators measured in the College and Career Ready Report. This session will offer hands-on activities to help districts improve programs and services for transition-aged youth. Oregon was selected to receive Intensive Technical Assistance contract with the National Technical Assistance Center on Transition (NTACT). Learn how to incorporate evidence-based practices and predictors of post-secondary success by using free resources available to districts and schools.
Sally Simich, Oregon Department of Education
Charlotte Alverson, National Technical Assistance Center
Pattie Johnson, The Research Institute at Western Oregon University

Increasing Accessibility in the Classroom: Digital Text Workshop

BYOD- Bring your own device and explore how digital text can support accessibility for all students. Access to digital text can be used to leverage background knowledge, increase attention and engagement, and remove barriers related to decoding, fluency and language. Explore no cost/low-cost built-in accessibility features, software and apps that can be used in the classroom now.
Robin Shobe, Oregon Department of Education

Integrating SWPBIS and Restorative Practices in Schools: Toward Equity in Discipline Outcomes

This session will provide participants with an overview of the integration and alignment features of SWPBIS and Restorative Practices. Data from schools that have administered both the Tiered Fidelity Inventory (TFI) (Tiers 1-3) and the RP-TFI (Restorative Practices) will be presented. Participants will be able to review and complete a RP-TFI and learn how to contribute to the validation database for this new instrument. Restorative practices have a long history -- and a recent surge in popularity for use in schools -- in different cultures and places around the world. Ted Wachtel, president and founder of the International Institute for Restorative Practices (, explains that "Restorative practices are transcultural and are useful in bridging divisions between students of different cultures" (Wachtel, 2013, p. 41). The inspiration for the RP-TFI, for evaluating restorative practices within a Tiered Fidelity Inventory (TFI) (Algozzine et al., 2014) framework came from the SWPBIS Cultural Responsiveness Companion (Leverson, Smith, & McIntosh, 2015). In the Part 1, definitions and common elements are discussed. In Part 2, for each item in the TFI, related aspects of restorative practices are listed, along with criteria for evaluation. Part 3 contains additional tools, further discussion, and references.
Jeffery Sprague, University of Oregon

Individual Placement Support/Supported Employment Lead

Outline IPS Supported Employment, what services are provided by CHA, the benefits of employment when it comes to recovery.
Joy Lynn Simpson Ward, Community Health Alliance

Keys to Success: Oregon Youth Transition Program (YTP) for School and District Administrators

Since 1990, YTP has served more than 26,000 students with disabilities across Oregon. From the onset, one of the keys to its success has been strong support from school and/or district administration. This session will overview the YTP from funding mechanism and program structure to roles and responsibilities of the Transition Specialist and benchmarks of success. The YTP Management Team will describe the intent of YTP, the importance of the administrator, and answer your questions.
Sally Simich, Oregon Department of Education
Keith Ozols, Vocational Rehabilitation
Charlotte Alverson, University of Oregon

Legal Lessons Learned

This will be a review of State Complaint Decisions, Due Process Decisions, 9th Circuit Court of Appeals Decisions, and other noteworthy cases that have been decided within the past year. The goal is to provide attendees with legal changes that have occurred during the past year as well as to review previously unexplored areas of Special Education Law. The goal is to essentially review cases in depth so that attendees have the opportunity to learn from these decisions. By placing these decisions in an everyday context, I hope to assist attendees in recognizing what direction SEAs and courts are going in particular areas so that they can avoid becoming a topic at a future "Legal Lessons Learned" seminar.
Mike Franklin, Oregon Department of Education

Maintenance of Effort

This session will provide district staff with information on the federal requirements of maintenance of effort. What is it? Why do we do it? What are the penalties for a district not meeting MOE? How do I get technical assistance and support? Both law and guidance will be considered.
Sarah Drinkwater, Oregon Department of Education

Manifestation Determinations

This presentation will cover the nuts-and-bolts of manifestation determinations - when they are required, what needs to be documented, etc. and will likely get in to other areas of discipline as it relates to special education.
Mike Franklin, Oregon Department of Education

Meaningful Communication with EL Parents

How does your school or district ensure meaningful communication with parents? When is it appropriate to use an interpreter? When does a document need to be translated and provided in written format? Who can serve as the translator or interpreter? These and many other questions were addressed in the January 7, 2015 US Department of Education and Department of Justice Dear Colleague Letter. This session will review the legal obligations of schools and districts for communicating meaningfully with parents, and discuss potential resources.
Karin Moscon, Oregon Department of Education

Multi-Year Database Tutorial: A Gateway to Ten Years of Oregon Special Education Data

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.
Jackie McKim, Oregon Department of Education

Networking with ODE Staff and Peers

This is a time to network and build your professional contacts. Drop in to this open session to exchange business cards and ideas with your colleagues! County Contacts from the Office of Student Services will be also available to meet staff during this time.
Oregon Department of Education County Contacts

New Special Education Directors: What Do I Do Now???

What do I focus on? How do I prioritize everything that needs to get done? Budget, where do I even look? If you are a first, second and/or a third year Special Education Directors/Coordinators you are invited to attend this session. COSA is hosting the second series of seminars to support new or returning Directors to the field and/or to a district. Set aside time for this session to hear what is planned for the year, complete a survey of areas that are of interest to you, network with colleagues and walk away with survival tools for your year.
Linda Warberg, George Fox University

Next Generation Science Standards (NGSS): All Standards, All Students

The Oregon Department of Education staff will lead a conversation about the transition to the newly adopted Oregon science standards (NGSS). Participants will explore the instructional shifts necessary for successful implementation to provide equity and access for all learners. This session will take a deeper look at case studies that provide tangible examples of instructional strategies that connect to the CCSS - English language arts and mathematics, and English language proficiency by employing research-based approaches.
Jamie Rumage, Oregon Department of Education

Oregon’s Assessment Accessibility Supports

The focus of this presentation is to provide participants with an overview of the 2016-17 statewide assessment accessibility supports and how to effectively consider these for students who participate in Oregon’s statewide assessments.
Brad Lenhardt, Oregon Department of Education

Oregon’s Statewide Assessments & Students on IEPs

In this session, participants will become familiar with (anticipated) changes to Oregon’s general and alternate assessment systems—with particular emphasis on Oregon’s Alternate (“Extended”) Assessment, the selection of the Oregon Extended Assessment (ORExt) for students with disabilities, and the administration of the Oregon Extended Assessment (ORExt) for students with significant cognitive disabilities (SWSCDs).
Brad Lenhardt, Oregon Department of Education

Paths to becoming a licensed ASD Specialist in Oregon

Western Oregon University provides a TSPC approved licensure program for meeting the state standards for Autism Spectrum Disorder Specialist. Come join this session to receive information on the two paths for meeting standards and recommendation to TSPC for the license. To be titled an ASD Specialist one of these paths must be completed.
Mickey Pardew, Western Oregon University
Karen Jordan, Salem-Keizer School District

Pattern of Strengths and Weaknesses - A Model that Works!

This presentation provides your team(s) information to develop an effective Pattern of Strengths and Weaknesses Model for considering eligibility under a Specific Learning Disability (SLD). This includes a cross battery approach to determine a student's strengths and weaknesses. Students who have been referred for SLD that do not have sufficient data to consider eligibility under an RtI model can be evaluated/identified through this process. Note: Information from An Assessment Team Approach for Special Education Eligibility is helpful for this session.
Laura Blair, Klamath County School District
Sandy Barkley, Klamath County School District
Kerry Smith, Klamath County School District
JoAnne Criss, Klamath County School District

Replicating the LEAP Classroom Model in PreK

LEAP (Learning Experiences an Alternative Program for Preschoolers and Parents) provides high quality, inclusive, early childhood special education services to preschool children with special needs and their typically-developing peers. This approach focuses on enhancing the skills of children with special needs through interaction and play with typically-developing peers. The LEAP model is one of the most extensively validated intervention programs in early childhood special education. In this session, we will describe year one of replication in ECSE classrooms in Multnomah county. We will discuss the LEAP elements, the coaching model, the process for change, and the successes and challenges of implementing LEAP. We will also touch on how LEAP supports Kindergarten readiness for all children including supporting inclusion for school age children with special needs.
Tim Andrews, David Douglas School District/Multnomah Early Childhood Program
Corie Thorson, David Douglas School District
Lisa Grotting, David Douglas School District/Multnomah Early Childhood Program

School District and Department of Human Service Collaboration: Foster Care

Working with the Department of Human Services (DHS) and children in foster care adds a layer of complexity to educating this population of students. Learn about federal and state education laws specifically targeted to improve education outcomes for children in foster care, such as Fostering Connections and the Uninterrupted Scholars Act. This session will also cover a brief overview of DHS, what it means to be in state custody, and education needs of children in the foster care system.
Linda Brown, Oregon Department of Education
Catherine Stelzer, Department of Human Services

School Health Services: The Complex and Vital Role of School Nurses

Student health impacts academic achievement and attendance. The complexity of the health needs of students is increasing each year. Participants will gain knowledge around state and federal requirements to provide school health services as well as the complex role of a school nurse and the benefits they provide to a school district/school building. In addition, participants will explore state level efforts to improve school nursing services including an update from ODE, OHA, and the State Task Force on School Nursing.
Ely Sanders-Wilcox, Oregon Department of Education
Jamie Smith, Oregon Health Authority

School Medicaid Billing: Update and Changes

Historically, many schools have billed Medicaid for health services provided to Medicaid and IDEA eligible students. However, a fraction of Oregon school districts currently participate. This has reduced the amount of federal funds leveraged to provide required school health services. ODE will present updates related to Medicaid billing and exciting changes to the “Free Care” rule. Participants will learn about the school district billing process through a case study review; discuss state level supports and professional development opportunities; and hear Medicaid related recommendations from the 2015-16 State Task Force on School Nursing. Ely Sanders-Wilcox, Oregon Department of Education
Rae Ann Ray, Oregon Department of Education

Section 504, Title II (ADA) & Students with Disabilities in Public Schools: Lessons Learned

An ODE civil rights education specialist will discuss Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Americans with Disabilities Act Amendments Act of 2008. He will explain the responsibilities of educating students with disabilities and present the "lessons learned" from school district trainings and technical assistance requests. He will also answer your burning questions about 504 & the ADA.
Winston Cornwall, Oregon Department of Education

Sexual Health Promotion is Sexual Violence Prevention: SB 856, Sex Abuse Prevention Instruction Implementation

Participants will be provided information related to school district implementation of SB 856 (Sex Abuse Prevention instruction). Updated OAR and health standards have integrated sexual violence prevention (including sex abuse prevention instruction requirements) with the sexual health promotion strand. Participants will explore primary prevention of sexual violence by teaching sexual health promotion in grades K-12.
Ely Sanders-Wilcox, Oregon Department of Education

Special Education Budgets for New Directors

This session will cover the basics of special education budgeting. Topics such as Maintenance Of Effort, Supplement v Supplant and working with district level departments to include Curriculum & Instruction and Finance Mangers. The session will be a mix of presentation of topics and Q & A.
Patrick Tomblin, Lake Oswego School District

Special Education Funding

This session will provide special education personnel with information on how special education funding works at both state and federal levels. Specific topics include: -IDEA flow-through dollars -State school funds for special education (AKA 2nd weight) -11% Cap -High Cost Disability.
Michael Elliott, Oregon Department of Education
Mitch Kruska, Oregon Department of Education

Special Programs-The Journey Forward

Effective programming and practices comes with having a vision for success. The Hermiston School District's vision is to be a premier school district. Where do special programs fit in? We need to have systems, procedures, and processes in place to program for success for all students. This involves integration among various stakeholders. Participants will take a walk back in time with us as we established our facilitation team model (team of professionals who complete the IEP). The noteworthy takeaway-How can this model be implemented in your district?
Jon Mishra, Hermiston School District
BJ Wilson, Hermiston School District

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

SPR&I and PCR Process

I will provide a overview of the current SPR&I process, focusing on procedural compliance reviews. I will share ideas about how to complete all requirements within the required timelines and share processes in Hillsboro School District that have been successful.
O'Lisa Oliphant, Hillsboro School District

STEPSS, a Data Tool for Sharing District Transition Results

Pre-registration is required for this session. Contact Pattie Johnson at to register. Participants will be given access to their post-school outcomes results prior to the session. This session will focus on an overview of the STEPSS tool and how districts can use STEPSS to view their transition data, assess their implementation of predictors of post-school outcomes, and develop an action plan to increase implementation of the predictors. Participants will need their computer in this session.
Charlotte Alverson, NTACT
Sally Simich, Oregon Department of Education
Pattie Johnson, The Research Institute at Western Oregon University

Successful Re-Entry: A Look at Getting Juvenile Offenders Back into School and Keeping Them There

This presentation will provide strategies for school personnel to support a youth’s successful re-entry from youth correctional facility or residential placement to support positive engagement in school. We will highlight lessons learned from Project STAYOUT (Strategies Teaching Adolescent Young Offenders to Use Transition Skills), a project federally funded by the Office of Special Education Programs (OSEP) working with Oregon young offenders to overcome barriers, discover strengths, and re-enter successfully into their schools and communities. The model promotes a youth’s engagement in school, employment, or both upon exit from a correctional facility through the support of a positive adult mentor, a transition specialist. Services are based on the TS’s collaboration between and among (a) schools, (b) parole officers, and (c) community-based education programs. Participants outcomes include identifying youth barriers to re-entry, describing re-entry strategies for adolescent offenders, defining the TS’s key activities, and understanding the importance of community partners in re-entry.
Deanne Unruh, University of Oregon
Miriam Waintrup, Secondary Special Education & Transition Programs Research Unit University of Oregon
Sam Ko, Oregon Department of Education

Teachers' Conversations w/ODE

This session is an opportunity for teachers to discuss issues that they are facing in their current work. A collaborative, problem-solving approach will be the focus. The Assistant Superintendent leads this interactive session.
Sarah Drinkwater, Oregon Department of Education

The Evidence for Preschool Inclusion

This workshop is a review of research findings and best practices concerning inclusion, supported by the U.S. Department of Education and Department of Health and Human Services. In addition to learning about these practices and findings, attendees will explore their own views concerning inclusion.
Bruce Sheppard, Oregon Department of Education
Mandy Stanley, Oregon Department of Education

The Many Faces of Child Find: Virtual Programs, Charter Schools, and Private Schools

From basic Child Find components to unique Child Find components, come learn the information you need to know to implement compliant Child Find processes.
Linda Brown, Oregon Department of Education
RaeAnn Ray, Oregon Department of Education
Laura Petschauer, Oregon Department of Education

The SLD Toolbox: Taking a Student From Start to Finish!

This presentation will provide a clear vision of best practices related to an RTI-based SLD Identification process. We will travel with a student from the beginning of the process to the end looking at the student’s perspective and how we as educators are making decision about instruction and how to improve outcomes. This presentation will also provide useful ready to use tools that can support the identification process and how to develop or refine your system. Lastly this presentation will look at case studies of various types of students including students who are English Language Learners.
Shelby DiFonzo, Oregon RTI

Transition Technical Assistance Network- Making Connections and Providing Resources Around The State

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 of the Transition Technical Assistance Network would be from the 8 full time Transition Network Facilitators. In this session the Transition Network Facilitators will share transition resources developed, training opportunities in your region, and lessons learned in the first two years of the network. Attendees will have an opportunity to meet the facilitator assigned to your county/district.
Heather Lindsey, Oregon Department of Education

Using Post-School Engagement Results in Transition Planning

Oregon is using post-school outcomes, including the College and Career Ready Report, to measure the state’s progress toward improving transition programs and services. Districts are now required to do the same. How does this work? What does it mean? This session will help you find the areas that need to improve and focus your SPR&I report on areas that can be affected by the district action plans.
Pattie Johnson, The Research Institute at Western Oregon University
Sally Simich, Oregon Department of Education

Using RTI for determining Initial Specific Learning Disability Eligibility

Using an RTI model for determining Specific Learning Disability (SLD) eligibility is a comprehensive process. This session will address the questions that need to be answered and what data sources can be used to answer them when determining SLD eligibility in Oregon. The presenters will also demonstrate how using an RTI model allows you to go beyond simply identifying the disability, by providing much more functional and comprehensive information around what evidence-based instructional supports are needed to ensure student success.
Sally Helton, Oregon RTI
Shelby Difonzo, Ontario School District

Using the Vroom Initiative to Promote Parent Engagement

Vroom is a national early learning initiative that provides valuable tools for families with children ages 0-5 and is a powerful way to prompt everyday moments of parent-child interactions that are fun and effective brain-building activities. This session will provide you the training you need to use Vroom in your own life and work.


  1. Discuss the positive influence of serve and return interaction on early childhood brain development.
  2. Understand the Vroom resource and its value for children of all developmental backgrounds as a tool for brain building.
  3. Learn how to incorporate the Vroom tools into you own programs and interactions with families.

Ari Wubbold, Early Learning Division
Lisa Harnish, Marion & Polk Early Learning Hub Inc.
Mandy Stanley, Oregon Department of Education


Why the Fight? Transporting Students with Special Needs

Transportation and special education departments really do both want to do what's best for students, but both sides look at a common problem through the lens of their own requirements and/or experience. In many cases this creates communication barriers between the two that can cause inner turmoil that seem insurmountable at best and fail students at worst. This presentation will talk about the view from transportation, answer questions, and provide some tips for beginning to tear down barriers in your own districts.
T.J. Crockett, Oregon Department of Education

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