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2017 Fall Conference

Wednesday Pre-Conference Sessions

Dyslexia Institute

Threat Assessment

Youth Mental Health First Aid Training

Thursday Keynote - The Myth of the ADHD Child

Thursday & Friday Sessions

2017 Legislative Update

ODE's Government and Legal Affairs team will provide an overview of the 2017 legislative session.

Cindy Hunt, ODE
Emily Nazarov, ODE

Accessibility to Grade-Level Content I

This two-part session will 1) Introduce participants to a newly developed online Curriculum & Instruction resource and, specifically, provide a process for systematically reducing the depth, breadth, and complexity of standards to remain strongly linked to the CCSS (ELA, Math) and the NGSS ("essentialization"), and 2) introduce participants to the process of taking these “essentialized” standards and developing instructional templates in ELA, Math, and Science.

Dan Farley, U of O
Brad Lenhardt, ODE

Accessibility to Grade-Level Content II

This two-part session will 1) Introduce participants to a newly developed online Curriculum & Instruction resource and, specifically, provide a process for systematically reducing the depth, breadth, and complexity of standards to remain strongly linked to the CCSS (ELA, Math) and the NGSS("essentialization"), and 2) introduce participants to the process of taking these “essentialized” standards and developing instructional templates in ELA, Math, and Science.

Dan Farley, U of O
Brad Lenhardt, ODE

Accommodations and Modifications: 201

Which of the following are accommodations, and which are modifications?: (1) Books on tape, (2) Shortened Writing Assignments, (3) Use of Calculator...if you answered "It Depends" to each option, then you're ready for the 201 session! This session will dive deeper into HOW to move forward with schools on training teachers and implementing accommodations and modifications in the general education setting. Topics will cover professional development for staff, long term planning, modified grading, and IEP documentation. This session is best for professionals working at the secondary level.

Accommodations and Modifications 201

Melissa Glover, Salem-Keizer SD

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,
Assistant Superintendent,
Oregon Department of Education

Be the One to Make a Difference: 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,
Association of Community Mental Health Programs
Erin, Rust,
Greater Oregon Behavioral Health

Budgeting 101 for Special Education: Basic Strategies to Effectively Manage Your Budget

This session is designed for new Special Education administrators charged with supervising the budget for special education in their district. Strategies for basic financial management will be shared, along with information about state and federal funding sources and requirements, and identification of resources that can be of help to new administrators.

Basic Strategies to Effectively Manage Your Budget

Eric Richards,
Salem-Keizer SD

Build alignment, not isolation, through data teams

Special education teachers often coordinate around plans to meet student needs not addressed in Common Core State Standards, but they don’t have to do it in isolation from traditional classrooms. This workshop will highlight how one Oregon district is pairing the data team process with special education’s unique considerations to improve the quality of specialized instruction, aligned with grade and content-level classes. Woodburn School District will present their real-world lessons, successes and challenges in a session moderated by trainers from the Educational Excellence Group. Participants will learn the components of a successful data team process, how it pairs with special education language and how they can use the process in their own schools to better serve students by understanding their role as both consumers of grade/content level materials and as creators of specialized instruction plans.

Data Team Process Handout

Dana Christie,
Woodburn SD
Ali Hurd, Educational Excellence
Joe James, Woodburn SD
Megan Kimball, Educational Excellence
Missi Thurman, Educational Excellence

Collaboration with Vocational Rehabilitation on Pre-Employment Transition Services

This session will cover the five new Pre-Employment Transition Services that Vocational Rehabilitation can deliver in collaboration with local school districts. There are five specific services:

  1. job exploration counseling;
  2. work-based learning experiences;
  3. postsecondary educational counseling;
  4. workplace readiness training to develop social skills and independent living;
  5. instruction in self-advocacy, which may include peer mentoring. In this session you will learn what resources are available for your district and region and you will learn about opportunities in the summer for students to stay engaged in Pre-Employment Transition Services.


Heather Lindsey, ODE
Keith Ozols, Vocational Rehabilitation

Collaborative EI/ECSE Evaluation Process

The WLWV Early Childhood Evaluation team will share information about our journey toward creating and continually improving a collaborative evaluation process. There have been many lessons learned along the way about how to infuse collaboration with a variety of stakeholders at every stage of the process. Hear from and discuss with our panel of evaluation team members: school psychologist, speech language pathologists, physical/occupational therapists, early childhood bilingual evaluation assistant and early childhood coordinator. Learn about our processes, and strategies for enhancing collaboration and positive outcomes for children, including making well-informed eligibility decisions and recommendations, as well as connecting children and families to our schools and services.

Collaborative EI/ECSE Evaluation Process

Iva-Marie Connall, West Linn-Wilsonville SD
Nailah Paxton, West Linn-Wilsonville SD
Lori Prater, West Linn-Wilsonville SD
Andrea Ramos, West Linn-Wilsonville SD

Comprehensive Sex Ed, Sexual Health Promotion is Sexual Violence Prevention

This presentation will provide an overview of Comprehensive Sexuality Education (CSE) in Oregon. It will include review of related laws, school district CSE plan requirements, as well as discussion on best practice. Emphasis will be placed on primary prevention and the approach Oregon has taken to prevent sexual violence (including the new sex abuse prevention requirements) through sexual health promotion/CSE.

Ely Sanders, ODE

Creating a Trauma-Informed School

Trauma-informed practices have been shown to reduce discipline, improve academic achievement, improve building climate, improve teacher absences and retention, increase attendance, decrease the need for specialized services and out of district placements. Attendees to this presentation will get nuts and bolts information on how to (a) understand the impacts of trauma (b) implement trauma informed practices in their school building.

Will Henson, Will Henson LLC

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) Examples of several effective programs from across the U.S. and other countries and 4) Staff training opportunities in Oregon.

Darby Lasley, OrPats

Developing and Implementing High-Quality IEPs for Students Who Are English Language Learners and Eligible for Special Education Services

This presentation will describe requirements and best practices around the development and implementation of high-quality IEPs for students who are English learners and eligible for special education services. We will delineate the state and federal requirements for IEPs for students who are dually identified. Participants will learn about State recommended best practices for the development and implementation of high-quality IEPs for this student population such as an emphasis on increasing IEP alignment with through lines.

Key takeaways from this presentation include: State requirements for IEPs of students who are dually identified, Federal requirements for IEPs of students who are dually identified, best practices and appropriate strategies for developing and implementing high-quality IEPs for students who are English learners and eligible for special education services, and collaboration between SPED and EL specialists.

Writing High-Quality IEPs for Dually Identified Students

Taffy Carlisle, ODE
Mariana Praschnik, ODE

Dyslexia 101 for Administrators

This session will provide building and district administrators with introductory information regarding serving students with dyslexia within school systems. Administrators will learn common warning signs and characteristics associated with dyslexia, information regarding universal screeners to administer in kindergarten and grade one, and the components of effective intervention. Guidelines on how to address questions and concerns raised by parents who suspect their child is dyslexic will be provided. Resources to assist administrators in supporting students with dyslexia and their families will be shared.

Carrie Thomas-Beck, ODE

Engaged Parents + Shared Vision = Greater Student Outcomes

The formula is tried and true! This presentation will provide tips and tools on how to support parents' meaningful participation in their child's education and team meetings and how increased parent engagement deescalates conflict, harnesses the energy of shared vision, resulting in greater student outcomes.

Roberta Dunn, FACT
Caitlin Shockley, FACT

Equity and Inclusion - A Journey for all students to succeed

Newberg School District is committed to the collective responsibility of All means All where every student belongs and provides valuable contributions to their school community through inclusive cultures of support and acceptance that educate, honor, and celebrate diverse learners. District leaders will share the journey to creating inclusive classrooms across the district.

Targets: Creating the vision, developing pathways, identifying targets and barriers along the way.


Nichole Hyatt, Newberg SD
Ashley Lindsay, Newberg SD
Missy Love, Newberg SD
Candace Pelt, Newberg SD

ESSA: Educational Stability for Students in Foster Care

Children and youth in foster care placement represent one of the most vulnerable student groups in Oregon. New requirements under ESSA highlight the need to provide educational stability for children in Child Welfare foster care. These requirements emphasize the importance of limiting educational disruptions by keeping children in foster care in their school of origin unless it is determined to be in their best interest to change schools. Come learn about the School of Origin/Best Interest determination and transportation process.

Expected Learning Outcome

  1. Develop an understanding of the concepts “best interest determination” and “school of origin”.
  2. Develop an understanding of ESSA educational stability requirements for students in foster care.

Linda Brown, ODE
Catherine Stelzer, DHS

Foundations of Education Equity

Participants will engage with common definitions pertaining to education equity, including an introduction to Culturally and Linguistically Responsive Pedagogy.

Markisha Smith, ODE

From Bars To Bridges – Wraparound Service for Students Reentering School from Juvenile Detention

Educating detained youth and ensuring successful transition back to community schools is an equity issue with systemic barriers disproportionately affecting African-American/Black students. Research and practice identify trauma-informed, culturally responsive, wraparound services as critical to re-enrolling and re-engaging students. Join us to learn how our transition specialists are supporting high school and postsecondary success.

Sarah Frazelle, Education Northwest
Scott Ryan, Multnomah ESD

Hearing Impairment: New Criteria, New Technology

New Early Intervention eligibility criteria to establish a hearing impairment for children birth until age three will mean that infants diagnosed with minimal hearing losses will be able to access early intervention special education supports early in the child’s life, likely preventing delays in language and communication development.

New Assistive Technology supports for students experiencing hearing impairments are making a difference in the way a child with a hearing impairment accesses their education curriculum.

Expected Learning Outcomes:
1. Develop an understanding of the new Early Intervention Hearing Impairment criteria.
2. Develop an understanding of new technology available to support students with hearing impairments.

Eleni Boston, Willamette ESD
Linda Brown, ODE

Improving the Productivity of Special Education Systems

The Medford School District has improved the productivity of special education through a redesign of systems by developing teams of specialists that conduct assessments, develop IEPs and facilitate IEP meetings, provide behavior-social supports, and deliver specially designed instruction. This structure has been a game changer for our students with disabilities and special education providers. With fewer responsibilities for assessments and IEP paperwork, our special education providers have more time for lesson planning, instruction, consultation, and direct time with students.

Learning Targets: Participants will be exposed to system change(s) to increase student achievement, workflow, collaboration, and sustaining change.

This session will include the following:

  • Rationale for change
  • Process for change
  • Structure of teams
  • Implementation
  • Lessons learned
  • Q & A

Outcome: Participants will have an understanding of the rationale and process for system change and identify key features that increase student achievement.

Takeaway: There are creative ways to structure services with limited funding that actually increase student achievement. The Medford School District graduation rate for student with IEPs has increased by 12.5% and the dropout rate has decreased by 11.2% over the past two years.

Vanessa Campbell, Medford SD
Michele Cleveland, Medford SD
Candice Irwin, Medford SD
Tania Tong, Medford SD

Introduction to Integrating Interventions: Creating a Continuum of Behavioral Services

Participants will learn about integrating interventions to create a continuum of behavioral services from full inclusion up to and including separate school settings. A pathway for the implementation of the Integrated Intervention model will be shared with the audience as well as the opportunity to collaborate on ideas and solutions to move forward in their organization. Participants will understand the need for an overarching theoretical approach when creating a continuum of services, the impact of different interventions from behaviorism to contextualism and how to effectively budget and allocate resources. Presenters will share examples of how this is being successfully implemented from K-12 in the Forest Grove School District.

Cassandra Kenney, Forest Grove SD
Kimberly Shearer, Forest Grove SD

Legal Lessons Learned

Legal Lessons Learned – 2016-2017 school year. During this session, we will review state complaint final orders, due process decisions, and court cases from the previous school year, focusing on large-scale areas of concern. We will also discuss statewide and nationwide trends in special education law.

Mike Franklin, ODE

Legal Trends and Lessons Learned: Updates on recent legal issues and challenges in Special Education

The presentation will focus on legal cases in Oregon and across the country to identify relevant trends in current case law, as well as recent guidance from state and federal agencies. In addition to analyzing issues that have been addressed in case law, the presentation will include a review of critical legal issues raised by families and advocates, and methods that can be used to address these issues.

Kelly Noor, Garrett Hemann Robertson PC 

Local Strategies for Improving Student Attendance

This session will highlight Oregon School District efforts to improve attendance and reduce chronic absenteeism for students grades pre-K through high school Strategies include the use of local data, strategies to identify local root causes, interventions that support both families and students, and community support, among others. Consideration for support for marginalized populations will also be discussed.

Robin Shobe, ODE

Manifestation Determinations

Legal Lessons Learned – 2016-2017 school year. During this session, we will review state complaint final orders, due process decisions, and court cases from the previous school year, focusing on large-scale areas of concern. We will also discuss statewide and nationwide trends in special education law.

Mike Franklin, ODE

Military Child Interstate Education Compact

The presentation is an overview of The Oregon Military Child Interstate Education Compact committee and tools to address the needs of military children in Oregon Schools. There are many resources that go unused and misunderstood for the thousands of military connected children of Active Duty, Reserve and National Guard families. Attendees will gain insight into the scope of the military connected child population and resources schools have available.

Major Robert Bates

Moving the Dial of Inclusive Practice

Boeckman Creek Primary School took a risk last year, combining our life learning and resource programs into one unified special education team that is divided by grade levels. In this session, participants will learn about our guiding philosophy, the moves we have made, how we marketed these changes, what we have learned, shifts we are continuing to make, and our ultimate vision. We will delve into the inner workings of our change process including the problems we have encountered and what this type of change feels like from the inside. We will investigate the results so far in terms of student growth, team cohesion, and school culture. We will examine how our moves are nested in, and aligned with district practices.

Mark Lapides, West Linn/Wilsonville SD
Leslie Holder, West Linn/Wilsonville SD

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

A comprehensive analysis of special education data is essential for 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 using the MYDB.


Jennifer Bevers, ODE
James Foutch, ODE
Jackie McKim, ODE

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

This is an extension of MYDB Tutorial Part I session. The MYDB tool is a compilation of Special Education Child Count data over the last ten years. Part II will provide a brief high level overview of using the Multi-Year Database (MYDB) and focus more on attendee’s needs and questions. This tutorial is intended for those familiar with the MYDB. Feel free to bring your own device that can link to Wi-Fi and provide some real-world examples.

Jennifer Bevers, ODE
James Foutch, ODE
Jackie McKim, ODE

Mursion Virtual Reality Demo

Participants will have the opportunity to experience a live Mursion demo through a come and go format.

Maria Peterson-Ahmad, WOU

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.

ODE County Contacts

Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Achieve Success in School and Life

This presentation will argue for a major paradigm shift in special education by proposing that educators look at students with special needs (including ADHD, learning disabilities, autism spectrum disorders, intellectual disabilities, and emotional and behavioral disorders) in terms of their “diversities” rather than their ”disabilities.” After presenting 5 basic principles of neurodiversity based on recent findings in neuroscience, evolutionary psychobiology, and social history, the remainder of the session will be devoted to 7 practical components of ”positive niche construction” that can be used to help students with special needs flourish in the classroom, including: strength awareness, positive role models, assistive technologies/Universal Design for Learning tools, strength-based learning strategies, enhanced social networks, positive environmental modifications, and affirmative career aspirations.

Thomas Armstrong

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.

Kevin Carroll

Oregon's Extended Assessment: Update

The focus of this presentation is provide participants with updates and developments related to Oregon's Alternate (Extended) Assessment for students with significant cognitive disabilities including: 1) Accessibility Supports, 2) "Oregon Observational Rating Assessment", 3) Tablet Administration and, 4) Curriculum & Instruction moodle site.

Brad Lenhardt, ODE

ce-Based Coaching for EC PBIS: Using Data Driven Coaching to Improve Classroom Practices

Research has shown that teacher coaching is an effective and important, as well as a challenging, component of Early Childhood Positive Behavior Interventions and Supports (EC PBIS) implementation. This training looks at EC PBIS coaching through the Head Start Practice-Based Coaching Model and includes the presenter’s experience coaching teachers in a variety of early childhood programs. The training incorporates some of the latest research on both individual teacher coaching and group coaching of teachers. Participants will gain an understanding of the various coaching components, tools to design a coaching model to fit their program, tips for implementing their coaching model, and tools for assessing the model.

Mackenzie Weintraub, Early Childhood Education Consultant

Resilience Can Be Taught! 10 Tools to Motivate ANY Student

What if you could give ALL of your students – even the most unmotivated – the skills they need to be resilient in the face of life’s challenges? The breakthrough idea of this presentation is that resilience can be TAUGHT! In fact, there are 10 specific tools you can use TODAY to bring its life-changing power to students of any background or learning style. Whether you work with youth in one-on-one, small group, or classroom settings, once you’ve been given these tools, you won’t want to go another day without using them! Studies have shown that students who learn resilience have improved social skills, higher grades, a greater love of learning, and better decision-making skills. Teachers and counselors who apply these skills see fewer behavioral problems and an increase in student motivation and engagement. This fun and informative presentation will completely change the way you approach your job – don't miss it!

Christian Moore

Restorative Practices in Education

Participants will learn about the range of restorative practices, from affective statements to restorative formal conferencing.

Participants will develop an understanding of the fundamental unifying premise of restorative practice--that people are happier, more cooperative and productive and more likely to make positive changes in their lives when those in positions of authority do things with them rather than to them or for them.

Participants will learn about the challenges and successes to training a large, suburban school district.

Vilay Greene, Beaverton SD
Leslie Rodgers, Beaverton SD

School Health Services, Updates regarding school nursing and Medicaid billing in Education

The presentation will cover ORS/OAR requirements related to school nursing as well as updates from the 2017 legislative session. Participants will review state statutes and rules, data collection, benefits of Medicaid billing, as well as legislative updates related to student health (dental and vision screenings, Medicaid billing, others).

Ely Sanders, ODE
Jamie Smith, OHA

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

An Oregon Department of Education (ODE) Civil Rights Education Specialist will discuss the requirements of Section 504 of the Rehabilitation Act, Title II of the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). He will explain the responsibilities of public schools to educate students with disabilities and provide them equal opportunity. He will also answer your burning questions about Section 504, the ADA (Title II) and ADAAA.

Winston Cornwall, ODE

Significant Disproportionality: A Standard Approach for All and Impact on Districts

The Office of Special Education Programs new significant disproportionality regulations (December 2016) aim to promote equity by targeting widespread disparities in special education identification, placement, and discipline. The rules create a standard approach across states for identifying significant disproportionality in the representation of students in special education. In November, ODE, in consultation with Oregon stakeholders and districts, will make decisions regarding risk ratio thresholds, minimum cell and n-sizes, and standards for reasonable progress for implementation during 2018-19.

Sarah Drinkwater, Assistant Superintendent, Oregon Department of Education
James Foutch, ODE

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.

Stella Brown, ODE
Elliot Field, ODE

STEPSS: Data-based Decision-making Model for Transition

STEPSS is a data based decision-making model used to identify needs and help prescribe appropriate strategies and interventions for transition. This session will focus on reviewing the value of collecting and using post school outcome data to identify school strengths and help identify transition services to best serve students. An overview of the STEPSS tool, for viewing district transition data, will be presented. The STEPSS tool can be used to view data, to work through a self-assessment process tied to predictors of post-school success, and develop an action plan to increase implementation of the predictors.

Charlotte Alverson, U of O
Pattie Johnson, WOU
Betsy Miller
Sally Simich, ODE

Student Threat Assessment (STAT) and Responding to Student Sexual Misconduct (SIRC): A Tiered Intervention Model

Using the Salem Keizer model as a foundation, Beaverton School District adapted the approach to meet the needs of our student community using existing resources. They are parallel systems and require building level teams to assess and investigate student threats and sexual behaviors using a structured protocol. More serious incidents or students with concerning patterns of behavior are addressed at a level 2 multidisciplinary meeting with representatives from law enforcement, WA County Juv Dept, Mental Health, Child Welfare, and BSD's Special Education Department. This presentation will focus on how to create this type of system without incurring significant additional costs. We will also cover lessons learned in the past three years and discuss barriers and challenges to effective implementation.

Kevin McDonald, Beaverton PD
Todd Nicholson, Beaverton SD
Leslie Rodgers, Beaverton SD

Student with Disability – YES and Potential EL (English Learner) - Now What?

This presentation will provide guidance on how districts can address the EL identification process for Students enrolling with significant disabilities. Participants will hear examples of Oregon students in this unique category and how guidance on supporting them.

Key takeaways from this presentation include: identification assessment strategies, service-delivery supports, and collaboration between SPED and EL specialist. Additional time will be provided to collaborate with district peers and ask questions.

Linda Brown, ODE
Kim Miller, ODE

Supporting Students with Special Needs in the Online Environment

Experienced online Special Education administrator and Lead Teacher from Oregon’s first virtual school to deliver their own services will discuss the roles of the administration, pitfalls to avoid, and lessons learned. The presentation with include how their understandings changed through the experience of leading this program.

Erin Arnold, California Virtual Academy
Aaron Cooke, Oregon Virtual Academy
Kris Hirschmann, Seattle University
Laura Terrazas, California Virtual Academy

Supporting Transgender Students in the IEP/504 Process

During this presentation, the presenters will provide information that assists educators in meeting the social/emotional/academic needs of transgender students without running afoul of federal and state regulations and OSEP guidance.

Mike Franklin, ODE
Karin Moscon, ODE
Ely Sanders, ODE

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, Assistant Superintendent, Oregon Department of Education

The Missing Link for Student Success: Building Executive Functions in our Schools

How are Executive Functioning skills critical to student learning and behavior? Meet executive function expert Marydee Sklar and learn how our thinking and emotions are connected to the control center of our brain. Learn about specific strategies and tips to develop executive function skills in struggling students and learn how Hillsboro School District has incorporated executive function information and strategies into inclusive practices at the building and district level.

Elaine Fox, Hillsboro SD
Jon Pede, Hillsboro SD
Marydee Sklar

The Power of the Adolescent Brain: How Our Secondary Schools Must Change to Reflect Current Scientific Thinking About Teenage Neuroplasticity

This presentation will present 8 key neuroscience findings about the adolescent brain which all secondary school educators need to be familiar with, and 8 ‘’adolescent brain friendly’ interventions based on those findings that should be integrated into middle school and high school classrooms. These interventions include giving teens choices in their learning, providing them with self-awareness activities for their burgeoning identities, creating peer learning connections, integrating affective learning, expressive arts, and kinesthetic approaches into the curriculum, using metacognitive strategies, and finally, providing real-world experiences to help prepare adolescents to live independently as future adults. The presentation will also examine a number of ‘’adolescent brain hostile’’ strategies currently in use by many secondary schools that subvert the developmental needs of teenagers.

Thomas Armstrong

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, ORTIi

The Transition Technical Assistance Network: Who we are and how we can provide support and resources in your community

Oregon’s Transition Technical Assistance Network (TTAN) was established in August of 2014. Given that this network is still very new, we are working to develop stronger partnerships and create innovative approaches to supporting local employment first teams and school districts to support Governor’s Executive order 15-01 and Oregon’s Employment First policy.

Given the many changes in Oregon’s policy regarding supported employment services and funding, the TTAN has been a great support in sharing state and federal policies. This network has been able to gather local questions and concerns from community regarding transition services and employment. With these concerns and questions, the TTAN has developed and supported professional development for families, students, schools, and agencies around the state.

Presenters will share some of the training opportunities and resources. All attendees will have an opportunity to learn how they can receive assistance from the Transition Technical Assistance Network to strengthen their community collaboration with adult service agencies on their region.

Heather Lindsey, ODE

Those Kids, to Our Kids

The presentation was created for the Orange County SWIFT/MTSS conference where we presented as a first year SWIFT school and how we are creating more opportunities for inclusion of our students with disabilities and intervention needs IN their general education classroom.

Our presentation begins with who we are and what we believe about students and what action steps we took to fulfill those beliefs. We go on to present specific action steps to create greater inclusion opportunities for our students on IEPs (including students with developmental disabilities) and those requiring intervention. We describe in specific detail our use of MTSS/RTI process to create intervention plans and ensure inclusion, how we brought together our various educational assistants and moved to provision of non-categorical service for ALL students, and how we scheduled specifically to ensure push-in intervention support in classrooms. We finish with some great student success stories with video.

Melissa Harder, Corvallis SD
Mary Beth Hill, Corvallis SD
Teresa LeClaire, Corvallis SD
Beth Martin, Corvallis SD

Tools and Strategies to Overcome Common Challenges in the Implementation of an MTSS Framework

Successful implementation attends to the installation of key foundational components that are elevated through processes that examine stages of implementation. Learn how to overcome myths and barriers that often get in the way of strong implementation. Participants will leave this session with a basic understanding of processes that can be used to ascertain level of implementation. Participants will also gain information around the application process for the forthcoming MTSS Framework Grant.

Shawna Moran, ODE
Mariana Praschnik, ODE

Transportation 101

This presentation will explore the who, what, when, where and why’s of transportation as a related service to students receiving special education services. Participants will engage in healthy discussion on the how of transporting students with special needs. This discussion will investigate the regulations around transportation as a related service and the development and implementation of best practice communication structures to bridge the gap between school and transportation professionals.

T.J. Crockett, ODE
Mariana Praschnik, ODE

Transportation Perspectives on Special Needs

Sometimes it seems that the education staff and the transportation staff don't speak the same language when it comes to transporting students with special needs. This communication barrier and lack of understanding in the other's perspective can have a negative impact on the students that everyone wants to serve. In this presentation we will look at special needs students through a transportation lens as a way to start building understanding.

T.J. Crockett, ODE

Trauma - It's Not a Disability!

This presentation looks into the Effects of Trauma on Learning through the lens of First Responders. Dan Kelley, MA and Jeremy Hetland, MA experience first hand the effects that trauma has on children, adolescents and adults. Their presentation speaks to the traumatized child/adolescent and the symptoms that result from that trauma. They will share strategies they use to observe and support the process of identifying and changing mindsets of our children and staff. Learn the distinctions between Big "T," Small "T," and Secondary trauma and the effect each has on children/adolescents view of their world.

Dan Kelley, Local PD
Jeremy Hetland, Life Flight
Linda Warberg, George Fox University

Universal Design for Learning: Pathway to More Inclusive Practice

This presentation will include a Multi-district perspective about the framework of UDL and how the utilization of UDL strategies enables teachers to meet the needs of all learners. Representatives from three districts will share their experiences.

At the end of the session, participants will learn the basic elements of Universal Design for Learning; the principles of UDL; the ways UDL provides access to grade level curriculum; and the role of special educators in UDL implementation.

Michael Salitore, Molalla River SD
astlund, Clackamas SD
Kristina Sheppard, Newberg SD

Using Technology to Support Pre-Service Teachers’ Application of High-Leverage Practices During Clinical Experiences

This presentation will discuss the use of a virtual reality learning environment (Mursion) within a teacher preparation program preparing initial certification teacher candidates. Participants will learn about the utility of such an environment within higher education and its potential for additional preparation and professional development opportunities.

Participants will have time to discuss and reflect with other attendees on what practices are currently being utilized related to professional development for pre-service and/or in-service teachers.

Maria Peterson-Ahmad, WOU

Workgroup: Testing a New Family Resource from the Oregon Family to Family Health Information Center

Participants in this workgroup will have an opportunity to provide input on a revised and expanded website for families of children with special health care needs and the professionals who serve them. In small groups, you will test the website and get an early look at hundreds of resources that your families and staff can use, no matter what part of Oregon they live in. Learn about resources on health care, education, insurance, transition, advocacy, family support, and more, and provide expert opinion for continuous quality improvement.

Attendees will:

  1. Learn about a new resource specific to Oregon Children and Youth with Special Health Needs.
  2. Provide feedback for a fully supported statewide resource for families of children in Special Education and their health care providers.
  3. Learn how to connect families to a free peer navigation service and vital resources.
  4. Have the opportunity to ask questions and brainstorm solutions to common problems faced by families in Special Education.

Lydia Dennehy, OHSU

For more information on this topic, contact Stella Brown (503) 947-5643.

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