Skip to main content Homepage

2019 Fall Conference

2019 ODE/COSA Special Education Administrators Annual Fall Conference


October 2, 2019 to October 4, 2019


Graduate Eugene (formerly Hilton)

66 East 6th Ave

Eugene, OR 97401


Please visit the COSA website to register and for more information.


Pre-Conference Sessions - Wednesday, October 2, 2019:

  • Youth Mental Health First Aid (8 am - 5 pm) Full-day attendance required for certification.
  • Suspension/Expulsion: Legal Aspects (9 am - 12 noon)
  • New and Current Special Education Directors (9 am - 3 pm)
  • Don’t We Already Do Inclusion? with Paula Kluth (9 am – 3 pm)
  • West Linn Wilsonville Team: Learning Walk (1pm - 4pm)

Full Conference Sessions – Thursday and Friday, October 3-4, 2019:

  • Building School Capacity to Improve Social Emotional Outcomes for All: Supporting the Whole Child
  • Going Digital: Paperless Reporting and File Maintenance
  • Making the ELPA  and Alt-ELPA Accessible for English Learners
  • What’s missing in your transition plan?
  • Optimizing Outcomes for Students who are Deaf or Hard of Hearing
  • Asked to Leave: Addressing Suspension and Expulsion in the Early Years
  • Closing the gap between SPED and Gen Ed at the building level- promising practices
  • Low Incidence Disabilities Regional Programs: Serving Students in All Areas of the State
  • Continuum of Supports in Inclusive, Equitable, and Excellent Schools
  • How Your Self-Management Practices Impact Your Classroom Management
  • Section 504, the ADA (Title II)  & Students with Disabilities in Public Schools: Lessons Learned
  • Your FBA is a Fantasy: Creating Trauma-Informed, Neurobiologically-Grounded, Skill-Focused FBA’s and Behavior Support Plans that Improve Emotional / Behavioral / Social and Academic Performance
  • Critical Paradigm Shifts for Multicultural Education
  • Oregon Board of Examiners for Speech-Language Pathology and Audiology: Changes for Speech-Language Pathologists and SLPAs in the areas of supervision, practice and telepractice services
  • Alt-ELP Standards - the who, what, why, when, and how
  • Safe, Welcoming & Inclusive for ALL Students Unit Update
  • Better Together! Why Integrating SEL and Trauma Informed Practices makes sense.
  • Supporting Older Students with Dyslexia: Selecting Appropriate Interventions
  • Supporting Students with a Military Parent Deployed
  • From Compliance to Continuous Improvement: A Conversation with State Staff
  • Mental Health IS School Health: The Important Role of School Nurses
  • Legislative Updates
  • Truly Trauma-Informed? Assessing Practices and Processes to Ensure Your School/District is “Trauma-Invested” and not just “Trauma-Aware”
  • Supporting the Whole Child & All Students: Building District Capacity for Implementing MTSS to Improve Social Emotional Outcomes
  • New Early Intervention Screening Rules and Procedures
  • Building Familiarity with Classroom Assistive Technology
  • All things Secondary Transition:  Updates, Resource Sharing, and Planning Ahead
  • To Be All In, Everyone Needs To Be All In
  • Rethinking Behavior and Social-Emotional Supports to build district-wide capacity
  • LEAP Preschool: A Collaboration to Support Inclusive Preschool for Young Children with Autism
  • Inclusive fitness/wellness programming is possible for those with differing abilities
  • Difference? Disability? Culture? Language?
  • Creating Mental Health Awareness and Suicide Prevention for Students and Staff; Bringing Mental Health First Aid to schools
  • Section 504, the ADA (Title II) & Students with Disabilities in Public Schools: Lessons Learned
  • Significant Disproportionality: Updates and Discussion
  • A Framework for Effectively Supporting Early Career Special Educators
  • Oregon Deaf-Blind Project: What is Deaf-Blindness and What Services Does the Project Support?
  • Implementation of Evidence-based Methods & Access to Support for Teaching Children and Youth with Autism: OrPATS Project in Partnership with Regional Programs
  • Managing high-conflict IEP meetings
  • Fostering Best Practices: Using the Culture Linguistic Diversity Matrix to Increase Accurate Special Education Identification of Culturally and Linguistically Diverse Students
  • Why Aren't Our Interventions Working (and how do we fix them?)
  • Oregon STEPSS Pilot: First Year Results
  • Postsecondary Education for Students with Intellectual Disabilities
  • Access Abilities: Designing for All Learners
  • Establishing County Wide Partnerships for Inclusive Preschool Experiences
  • Unpacking Senate Bill 963: Recent Legislation Regarding Restraint and Seclusion in Oregon Schools
  • Special Education Eligibility: Updates & Resources
  • Disability culture has changed - does how you provide Special Education services reflect that change?
  • English learner updates and listening opportunity
  • Cultural-Linguistic Diversity and Autism Characteristics: Differences, Similarities, and the Evaluation Process
  • Increasing Student Voice: Meaningful Augmentative Alternative Communication (AAC) Use for Academic and Social Success
  • How Does Executive Functions Impact The General Education Classroom and Special Education??
  • From Eloping to Social Emotional Learning-How Trauma Informed Care changed our culture
  • Transition Technical Assistance Network: Bringing Customized Tools, Trainings, and Supports to Your Community!
  • To Be Engaged, or Not: That is the question.
  • Collaborating to Prepare Effective and Inclusive Educators for Each Student and Each School
  • Making LEAP and Bounds through an Inclusive Preschool Model
  • Legal Update 2018-2019
  • Universal Design for Learning: The Empower Trip

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

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