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2019 Fall Conference

2019 ODE/COSA Special Education Administrators Annual Fall Conference

When:

October 2, 2019 to October 4, 2019

Where:

Graduate Eugene (formerly Hilton)

66 East 6th Ave

Eugene, OR 97401

How:

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

What:

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.

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