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2007 Fall Conference



The Oregon Department of Education (ODE) Office of Student Learning & Partnerships and the Confederation of Oregon School Administrators (COSA) present annual training for administrators on special education and related general education topics. On October 4-5, 2007, over 600 participants gathered in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services to English Language Learners.


Keynote Presentations



Jamal Abedi

Eugene Garcia


Janet Klingner


Nancy Latini


Thomas Parrish
  • A Tale of Two Studies Power Point Presentation  10/04/2007 (1.31 MB)
  • Executive Summary: PDF  10/04/2007 (27 KB)
    Study of the Fiscal and Operational Efficiency of Oregon's Regional and Early Intervention/Early Childhood Special Education Programs
  • Executive Summary: PDF  10/04/2007 (36.43 KB)
    Special Education Funding in Oregon: An Assessment of Current Practice with Preliminary Recommendations



Breakout Sessions



Statewide Assessment for Students with Disabilities
This session provided updates on the Extended Assessment system for 2007-2008. Information was provided on Extended Assessment trainings for the 2007-2008 school year, IEP decision-making regarding assessment options and accommodations for students with disabilities, and standards-based IEPs.
Dianna Carrizales, ODE

Considerations When Using RTI with Culturally and Linguistically Diverse Students
More and more schools are implementing Response to Intervention (RTI) models. Yet we know little from research about what RTI should look like in culturally and linguistically diverse schools. One size does not fit all. In this session, the presenter discussed the very real challenges practitioners face and suggested how to implement RTI in feasible, effective ways.
Janette Klingner, University of Colorado

The Continuum of Evaluating and Serving ELL Students for Special Education Services:
A Review of a Process Approach to Reduce the Under- and Over-Identification of Culturally and Linguistically Diverse Students for Special Education Services
This session reviewed the overall process of evaluating and serving culturally and linguistically diverse students for special education services. The continuum review included considerations for pre-referral, evaluation, eligibility, and services that align with state and federal laws. Concepts included characteristics of second language acquisition, RTI, patterns of atypical development and learning, and instructions on how to provide appropriate services when you are not bilingual.
Franklin W. Bender, CCC-SLP National CEU

Reducing Disproportionate Representation of English Language Learner Students in Special Education:
A Comprehensive Framework for Determining Difference from Disability
Now that federal law moves us away from a discrepancy model to identifying students with a specific learning disability, educators are examining new models and approaches. Identifying children who exhibit "a disorder in one or more of the basic psychological processes" is difficult enough, let alone when the struggling student is an English Language Learner. This session presented a framework for using Response to Intervention (RTI), a tiered approach to universal screening, early intervening with scientifically-based interventions, progress monitoring, and special education identification with English Language Learners. Further, a model for including nondiscriminatory assessment at the highest tier of RTI was presented.
Julie Esparza Brown, Portland State University


Discipline of Students with IEPs
This presentation provided attendees with specific information on IDEA requirements for discipline of students with IEPs. Information was included on change of placement, due process, manifest determination, and removals.
Mary Anne Linden, ODE
Scott Hall, ODE

Specific Learning Disability: Taking a Closer Look at the Strengths and Weaknesses Approach
Information on the available strengths and weaknesses approach to identifying students with Learning Disability was covered including Oregon's current OARs and new sample SLD eligibility form, new progress monitoring requirements, establishing a process that utilizes patterns in achievement and performance data related to intellectual development, and the roles and involvement of school personnel and parents in this process. Time was available for discussion of current district models and challenges/solutions for districts not using RTI.
Jim Hanson, OSPA
David Guardino, ODE


Feedback Session on New Diploma Requirements
The impacts of the new diploma requirements and how the requirements may relate to special education students were explored. This session included highlights of House Bill 2848, new legislative requirements for a modified diploma, and insight into how districts will address the newly required alternative documents.
Jackie Burr, ODE


Dollars and Sense: Navigating State/Federal Fiscal Requirements for 2007-2008
Participants heard the most current developments from an August conference with OSEP related to IDEA fiscal implementation. In addition, participants learned practical ways to meet state and federal requirements throughout the school year. New districts and ESD special education directors were encouraged to attend.
Eric Richards, ODE
Barbara Cruickshank, ODE
Michael Wiltfong, ODE


Charter Schools
Together Oregon charter schools enroll more than 10,000 students and the number is increasing. ORS 338 allows parents to enroll students in out-of-district charter schools, and this enrollment is not subject to inter-district transfer agreements. For students with disabilities, the resident district remains responsible for the provision of special education services. This session provided information about district responsibilities for special education in charter schools, including online and out-of-district charter schools, and the requirements of IDEA 2004 and ORS 338 Charter Schools. The session also addressed topics related to providing special education services including the establishment of multi-district referral and evaluation systems, documenting and reporting student attendance, developing payment arrangements, data reporting, and general oversight.
Joni Gilles, ODE
Gary Ellwanger, ODE
Rae Ann Ray, ODE

Parentally Placed Private School Students
This session provided information about IDEA 2004 regulations, OARs, and policies and procedures related to providing special education for parentally placed private school students. Topics included the requirements of child find, consultation and affirmation processes, evaluation and eligibility determination, the calculation of a District's proportionate share of IDEA funds, and services for non-resident students.
Rae Ann Ray, ODE


Health and Kids: Ideas for Schools
This session discussed the roles of school nurses, Coordinated School Health, and other health options for school programs. In addition, health education standards, related law, and the processes for alignment were presented.
Leslie Currin, ODE
Brad Victor, ODE


Who are you gonna call for hiring special education teachers? ODE, TSPC, or Institutes of Higher Education
This session presented the latest news related to House Bill 2574 (Mentoring), and HB 3141 (SLP/SLPA scholarships), educational requirements including rulings by the USDOE regarding practicum experiences, updates on available scholarships for Special Education degree students, and requirements of NCLB and IDEA for highly qualified staff.
Pam LaFreniere, TSPC
Chris Macfarlane, Pacific University
Bev Pratt, ODE
David Guardino, ODE


IEP Facilitation: Preventing and Effectively Engaging Conflict in Meetings
Participants learned strategies they can use prior to meetings that lower the likelihood of conflict during IEP meetings. In case the preventative strategies fail, techniques for effectively engaging conflict and difficult behavior in meetings were also covered. Participants explored the causes of conflict, what it requires to reach consensus, learned a few communication do's and don'ts, and considered how to address personal attacks and say "no" effectively. The workshop provided opportunities for active participant involvement.
Karen Hannan, Collaboration Works, Inc.

IEP Partners: OrPTI's Partner Program
What is the IEP Partners Program? The IEP Partners Program trains and matches IEP Partners with parents wanting support at their child's IEP meeting. The Partners Program is an informal Dispute Resolution process; the goal of IEP Partners is to empower and educate parents about the IEP process and to give them the tools to work collaboratively as a team. The Oregon program has been in existence for over four years. There are trained Partners across the state, representing both urban and rural areas and different cultures. We currently have trained Native American and Hispanic IEP Partners who represent their culture and speak the language. Oregon PTI started with the IEP Partners Program and has now expanded to include Mediation and Transition Partners. In this session, participants learned about the Partners Program: its history; who the IEP Partners are; the role of a Partner; the Partners Training program which includes documentation, confidentiality, evaluation; the components of training; and matching of families with Partners. Outcomes of the Partners program from the viewpoint of the families, Partners, and school districts were also shared.
Betsy Ramsey, OrPTI
Carmelle Campbell, OrPTI
Karen Ripplinger, OrPTI
Victoria Haight, OrPTI
Miriam Bautista, OrPTI


Fundamental Leadership Skills: Examining Mental Models
We are in a world of consistent (if not constant) change. Our own thinking affects our ability as leaders to manage change and help others move through transition stages associated with change efforts. In this workshop, participants considered techniques for surfacing and dealing with limiting assumptions and thinking patterns that are often hidden to us. The session offered opportunities for individual reflection, group discussion, and practice.
Karen Hannan, Collaboration Works, Inc.


504 Lessons Learned
Participants explored the most recent and significant 504 cases from Oregon and Ninth Circuit Court decisions in California, Washington, Arizona, Idaho, and Hawaii, as appropriate. Additionally, the session covered areas of concern for 504 planning, implementation, and monitoring. Participants also reviewed the key differences between 504 (Civil Rights) and IDEA (Education) regulations.
Winston Cornwall, ODE

Conversation about Complaint Investigation
This session was an interactive discussion with ODE's special education legal specialist and a panel of experienced investigators to explore and demystify special education complaint investigation. The presenters described the purposes and processes of the dispute resolution system. Persons attending then had the opportunity to ask questions or express concerns about complaint investigations.
Carl Cox, Complaint Investigator
Jim Wilson, Complaint Investigator
Susan Stoops, Complaint Investigator
Mary Anne Linden, ODE

FERPA
This session covered frequently asked questions related to residency and student records, and presenters shared recent amendments to state rules.
Randy Harnisch, OSBA

Mediation / Dispute Resolution: Got Conflict? Try Mediation
This session featured a panel of district representatives, a parent, and a mediator discussing their experiences with mediation and dispute resolution. They shared their perspectives on how mediation and dispute resolution options assisted them in resolving conflicts between parents and districts and the changes that have occurred as a result. Information was also available about ODE's mediation program.
Michael Ann McIlvenny, North Sanitam SD
Julie Gentili Armbrust, Mediator
Carmell Campbell, Mediation Partners
Valerie Miller, ODE

Policies and Procedures
IDEA requires that states and school districts have policies, procedures, and practices in effect that meet the conditions of IDEA and are consistent with State policies and procedures. This session presented an overview of the revisions in the Policy and Procedure content and approval process. Session materials also identified specific policies, procedures, and practices that districts must consider in conjunction with specified indicators in the State Performance Plan (SPP).
Rae Ann Ray, ODE
Mary Anne Linden, ODE
Mary Beth Harper, OSBA

Use of Physical Restraint and Seclusion
This session offered a review of required district policy and procedure changes in the use of physical restraint and seclusion and implementation timelines (OARs 581-021-0061 and 581-021-0062, revised 12/6/06). Sample forms and policies and procedures were provided.
Scott Hall,ODE
Robbi Perry, ODE


Enhancing Services for Students with Traumatic Brain Injury
The Oregon Department of Education is working with Western Oregon University's Teaching Research Institute and the 8 Regional Programs to enhance access to and availability of services to students with traumatic brain injury. This work aligns with legislation recently passed by the Oregon legislature, which provides authority for regionalization of services for students with TBI. This session:
  • Offered general information about the unique needs of students with TBI;
  • Provided a discussion of current research about effective practices;
  • Provided information on Oregon's new planning efforts for enhanced services and access to such; and,
  • Provided an opportunity for feedback and input into future planning.

Ann Glang, Teaching Research Institute
Patricia Sublette, Teaching Research Institute
D. Jay Gense, ODE

New Required Standards for Sign Language Interpreters
The 2005 Oregon Legislature implemented a new law requiring the State Board of Education to establish standards for sign language interpreters working in Oregon's public schools. These standards will be established in Oregon Administrative Rule, with a projected beginning date of July 2008.

In preparation for rule development and implementation, ODE has worked with numerous organizations and focus groups to inform the decisions about rule language, to provide information about present skills of interpreters, and to identify and address projected implications for school districts. This session provided participants with information about the standards being proposed, projected timelines for implementation, and strategies to ensure that sign language interpreters have access to a system to evaluate present skills and receive training to meet the new standards. The standards will affect every sign language interpreter working in public schools in Oregon.
D. Jay Gense, ODE

RPATS (Regional Program Autism Training Sites):
How to Train Staff and Implement a Comprehensive Program for Children and Youth with Autism
Oregon's Regional Programs and ODE currently partner with Portland State University to design and implement a statewide system to support training in evidence-based practices for students with autism spectrum disorders using school based training sites. This session provided information on how to train your staff to implement research-based curriculum for children and youth with autism. Curriculum methods appropriate for EI/ECSE, elementary, middle, and high school students were described. The presentation included video examples, demonstrations, and research-based information about the methods. Information on how to obtain resources to implement staff training was also provided.
John Gill, Portland State University
Misten Antholz, Portland State University
Karen Shepherd, Northwest Regional Program
Mari Martinen, Southern Oregon Regional Program
Skye McCloud, Cascade Regional Program
Syb Owen, St. Helens SD
D. Jay Gense, ODE

Targeting Evidence-Based Practices:
Tools and Resources in Serving Students with Autism Spectrum Disorders
Willamette ESD, under contract with ODE, manages the Statewide Consultation and Resources for ASD Project. This project, in part, exists to support dissemination of evidence-based practives in serving children with ASD. This presentation provided information to help districts and EI/ECSE programs serve students with autism spectrum disorders, including:
  • Evidence based practices for assessing and determining eligibility for ASD;
  • Discussion of current research about effective practices; and
  • Supports for administrators and other staff to stay abreast of current issues and practices.

Marilyn Gense, Willamette ESD
Annette Skowron-Gooch, Willamette ESD
D. Jay Gense, ODE


Governor's Statewide Wrap-around Project
Governor Kulongoski issued an executive order in March 2007 creating the Children's Wraparound Steering Committee and charging them with developing a statewide plan to provide integrated care for children with, or at risk of developing, significant emotional, behavioral, or substance abuse problems. This plan is to be presented to the governor by October 2007. The order set in motion the redesign of behavioral health service to provide early treatment and support to young Oregonians across the state. Education played a major role in this effort with one of the co-chairs of the steering committee being one of our own special education directors. In addition, a special education director from one of our larger districts played a major role as did four ODE special education administrators. This session presented the outcomes of the steering committee and subcommittee work (finance, local implementation, cultural competency, and data/evaluation). In addition, the process, the findings, and the next steps which may impact the work schools and districts do with students were discussed.
Erinn Kelley-Siel, Governor's Office
Mary Lou Johnson, Centennial SD
Larry Sullivan, Eugene SD
Janice Gratton, Project Team Leader
Steve Woodcock, ODE


First Things First: Creating a Culture of Trust
We know more about what it takes to improve schools than at any time in history. The strategies and processes are known and reflected in current initiatives such as Response to Intervention, Positive Behavior Support, Professional Learning Communities, and Teaching & Learning Connections. So why do so many fail to achieve significant change despite a wealth of best practices information, as well as initial enthusiasm, energy, and positive intention?
In order to experience sustained improvement, systems need to be prepared for change. One essential element of that system readiness is the creation of a culture of trust. High trust takes people from conversations peppered with "pretense" to dialogue rich in authenticity. Authentic dialogue strikes at core issues and hence leads to genuine reframing and problem solving... enabling genuine and sustained system change. The ability to identify our contribution - individually and collectively - is often the gateway to creating a host environment that increases the likelihood that programs are successfully implemented and sustained.
Patty Parnell, LBL ESD
Scott Perry, LBL ESD


Overview of PBIS
School-wide Positive Behavior Support (SW-PBS) is comprised of a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students (SW-PBS Blueprint, OSEP Center on PBIS). This presentation was designed as an introduction to PBIS and focused on three tiers of intervention within a SW-PBS model, critical features of effective, universal SW-PBS implementation, and implications for schools and districts.
Dave McKay, Linn Benton Lincoln ESD
Patty Parnell, Linn Benton Lincoln ESD
Kimberly Ingram, ODE

School-wide Positive Behavior Support: Getting it Going in Your District!
This presentation focused on building a district or regional system to maximize your investment in training. Suggested practices, structures, and roles were described for beginning and maintaining a district or regional infra-structure to carry out a comprehensive (beyond the "green zone"), sustained model of district-wide or regional School-Wide Positive Behavior Support implementation. District and regional PBIS coaches described their own implementation efforts.
Chris Borgmeier, Portland State University

Sustaining PBS Successes
This session focused on the critical features of sustaining positive outcomes in the area of PBIS. Working within the context of a regenerative cycle of decision making, School Wide PBIS efforts can’t end. A discussion to exchange strategies for topics such as keeping the priority alive, using accurate and current data for decision making, striving for efficiency, and celebrating successes occurred.
Anne Todd, University of Oregon

Targeted Group and Individualized Interventions: Supporting the Students at the Top of the Triangle
A pro-active, tiered Response to Intervention system for students at-risk and students with significant problem behavior was presented within a School-wide Positive Behavior Support model. There was a focus on linking intervention to assessment and function of student behavior, creating a system to match the extent of assessment and intervention to increasing student complexity, and the district and school structures required to carry out such a model.
Chris Borgmeier, Portland State University


The School-wide Reading Model: A Critical Foundation for Successful Implementation of RTI
This presentation focused on the School-wide Reading Model and the key components that are applicable to the RTI framework. The role of core, supplemental, and intervention reading programs in a three tiered model was explored, in addition to an overview of progress monitoring and data-based decision-making. The role of the reading coach and the principal in ensuring that students receive high-quality instruction in their general education setting was also presented. Additionally, the session included a discussion of ideas for coordinating between general and special education. This coordination is a foundational piece of high quality intensive instruction that is a prerequisite for valid identification of students who are not responding to interventions.
Hank Fien, Oregon Reading First
Rachell Katz, Oregon Reading First

Secondary RTI
How does a school or district develop a comprehensive solution to address secondary literacy? Bethel School District shared how they've used a systems approach to provide a context for decision making and to develop a three-tier model. This model provides a structure to deliver standards-based reading skill development and strategies to meet the needs of a range of readers at the middle and high school level. Presenters shared the process they have used to transition to the Response to Intervention model in reading in grades K-5 and how they are using this as a basis for expanding the RTI model to upper grades. This session also addressed the roles of the special educator in implementing RTI.
Drew Braun, Bethel SD
Ginger Kowalko, Bethel SD
Monique Siemerink, Bethel SD


Bringing the Pieces Together: Graduation, Dropout, Transition Services, and Postsecondary Outcomes
This session addressed the correlation between graduation, drop-out, secondary transition standards, and post secondary outcomes. Supporting topics included results of the analysis of secondary transition standards from 2006, results of the spring 2007 statewide exit interview data collection, results of the spring 2007 pilot post school outcomes data collection, methods of exit for special education leavers, and how these components can drive program improvement.
Jackie Burr, ODE
Pattie Johnson, Teaching Research Institute

Secondary Transition: Exit and Follow-up Data Collection 2007-2008
All districts interviewed exiting special education students in spring 2007. In 2008, these and other leavers will be interviewed by district personnel to determine employment and/or postsecondary school outcomes. This session described the procedures and resources available for school districts to gather this information. Use of the Special Education Post School Outcome Application and the Transition Community Network web resources was demonstrated.
Jackie Burr, ODE
Pattie Johnson, Teaching Research Institute

Secondary Transition: Interagency Collaboration
This session addressed how the Oregon Department of Education and the Oregon Office of Vocational Rehabilitation Services are collaborating at the state level to improve the chances of success for students with disabilities who are transitioning from high school to the work place. Information included the OVRS-ODE Interagency Agreement, Youth Transition Program collaboration, and new services that may be available through grant opportunities.
Clayton Rees, Oregon Vocational Rehabilitation Services
Jackie Burr, ODE

A New Look at Traditional Jobs with Gender-Specific Expectations
This session addressed how one school district is including and supporting students with disabilities in jobs previously considered gender-specific. Information included working with community colleges and other agencies, additional assistance that students with disabilities may need for non-traditional jobs, and district solutions to problems that arose from these non-traditional programs.
Chris Parra, South Lane SD


Recruitment and Retention of Speech-Language Pathologists: An Integrative Approach to the Shortage
The purpose of this presentation was twofold: first, to describe the progress in the state for improving statewide access to training; and second, to describe successful strategies with updated data for recruiting and retaining speech-language pathologists. This session identified the reason that access to training is outside the control of the employer using the economic concept of externality, along with a multi-faceted model and strategies for successful recruitment. Retention was approached using a group discussion of the outcomes of research in this area and the means of applying those to each participant's work place. Participants were then asked to grade their recruitment and retention efforts and brainstorm ideas for improvement.
John Tracy, Salem Hospital
Susan Graham, Douglas ESD


Collaborative Systems
This session focused on the steps taken by a team of Marion County agencies and school districts that came together to develop a Memo of Understanding (MOU). The MOU was initiated to establish working agreements for jointly serving children and youth who are or who are soon to be receiving services in Marion County. The MOU is intended to ensure that children and youth are being set up for success by having adequate interagency supports and a common plan for coordination of services, while taking into consideration the immediate needs of the children and youth and the safety and security of the school and community environments. There was a short presentation on the MOU itself and the development process with adequate time for questions and input for those attendees who may want to develop an MOU in their area.
Seantel Heisel, Oregon Youth Authority
Kathleen Horgan, Mid-Valley Behavioral Care Network
Brian Hilsabeck, Willamette ESD
Claudia Clark, Cascade SD
Steve Woodcock, ODE

Parent Involvement
The research is beyond dispute. When schools work together with families to support learning, children tend to succeed not just in school, but throughout life. In fact, the most accurate predictor of a student’s achievement in school is not income or social status, but the extent to which that student’s family is able to create a home environment that encourages learning, express high (but not unrealistic) expectations for the child’s achievement and future careers, and become involved in the child’s education at school and in the community.
Robin Wortman, OrPTI
Janice Richards, OrPTI
Judy Wiley, OrPTI
Leah Skipworth, OrPTI
Donna Helman, OrPTI

Special Education Data in the Era of Accountability and District Improvement
This presentation focused on the special education data reported by districts to ODE. Several data collections were addressed, with attention to timelines, SPR&I, and federal, state, and public reporting. Use of the data for district improvement was also discussed. A brief demonstration of the multi-year database concluded the session.
Steve Smith, ODE


Oregon's Special Education Recruitment & Retention Project:
Updated Scholarships, Services, Resources and Information: Learn about recruiting and retaining your special educators.
Participants learned about and were provided guidance into free resources, services, and grant opportunities to help them recruit and retain special education personnel through Oregon's Recruitment & Retention Project.
Mark Schalock, Teaching Research Institute
Torry Piazza Templeman, Teaching Research Institute
Roxanna Marvin, Teaching Research Institute
Associated Topics
  • Office of Student Learning and Partnerships
    The Office of Student Learning & Partnerships supports and monitors programs that provide direct services to diverse learners and assists in the development of strategies to address unique learning differences.

Contacts
  • Catherine Heaton Email    (503) 947-5714
    Special Education Monitoring, Systems, & Outcomes - Project Specialist

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