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2008 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 2-3, 2008, over 600 participants gathered in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services.


Breakout Sessions



Oregon’s Alternate Assessments: Updates and Information
This session will provide information and updates on the assessment of students with disabilities for the 2008-2009 academic year. The presentation will outline training expectations for current and hopeful Qualified Trainers and Qualified Assessors of the Extended Assessments, as well as provide updates on the development of the 08-09 assessments. In addition, this session will present some information on the current development status of the Alternate Assessment based on Modified Achievement Standards (AA-MAS)--currently referred to as the “2% assessment”. Information will be presented on the background, current development, and the anticipated impact of this new assessment on Oregon’s current assessment (and instructional) systems. The audience for this session will be Administrators, Qualified Trainers, Qualified Assessors, and individuals interested in information and updates on the assessment of students with disabilities.
Dianna Carrizales, ODE

Oregon's Proposal for a Significant Disproportionality Threshold
States are required under IDEA to determine significant disproportionality for each school district. This session will present Oregon's current leaning for addressing the federally mandated threshold for the determination of significant disproportionality in districts within the state. The threshold formulas will be presented in the context of Oregon's current definition of Significant Disproportionality, and feedback regarding big ideas will be solicited in a structured session. Consider joining this session if you are interested in assisting ODE in the final determination for this measure.
Nancy Latini, ODE
Dianna Carrizales, ODE

Using Data for District-Wide Decision-Making
This presentation will discuss four types of student assessment, what questions each type of assessment can answer, which assessment is appropriate for which students, and when to use each type of assessment. Frequently asked questions about progress monitoring assessments will be addressed. Finally, the presenters will give examples of how progress monitoring assessments can be used for District-wide Decision-Making, using specific examples from the Bethel School District.
Kathy Howe, U of Oregon
Drew Braun, Bethel SD

Secondary Literacy: A Systems Approach to Meeting the Needs of Your Students
This session will present how secondary schools in the Bethel School District have implemented a systems approach that includes assessments, appropriate instructional programs, and delivery models to provide specific reading instruction to all students at the middle school level and to many students at the high school level. The presenters will also describe the system-wide approach they use at both the middle school and high school levels to provide support to all students in content classes. The approach employs techniques which are low-prep or no-prep and can be used by all secondary teachers, regardless of subject area, to promote access and achievement for all students.
Ginger Kowalko, Consultant
Drew Braun, Bethel SD
Lori Smith, Bethel SD

School-Based Mental Health Care Coordination: Success in an Oregon School District
Coordinating services among various service providers is essential to the success of any single program. Participants in this session will learn about the structure and core components of a school-based care coordination program and the strategies for implementing mental health care in schools. This will include information on (1) how to utilize care coordination to create a bridge from schools to community service providers for a coordinated student and family treatment plan, and (2) how to use care coordination to improve access and engagement of youth and families. Presenters will also share data on the impact mental health services had in their district on academic success and the overall benefits of school-based care coordination services. Anyone contemplating wraparound services should attend this session.
Roger Will, Hillsboro SD
Jill Archer, Washington County Mental Health
Keyla Smith, Washington County Mental Health

State/Federal Fiscal Requirements for 2008-2009
This session will cover all existing and new state/federal fiscal requirements to prepare Directors of Special Education Services for compliance throughout the full school year.
Eric Richards, ODE
Michael Wiltfong, ODE
Barbara Cruickshank, ODE
Rae Ann Ray, ODE
Pam Williams, ODE
Debbie Beyer, ODE
Forrest Arnold, Jones & Roth, P. C.

Significant Disproportionality: The Data and Resulting Financial Implications
This session will focus on the identification of significant disproportionality and the requirements for reserving 15% of IDEA funds for coordinated early intervening services (CEIS). Presenters will provide the four areas required for review of significant disproportionality and will explain the financial implications if the district is identified.
David Guardino, ODE
Eric Richards, ODE

Assurances
This presentation will discuss the assurance process for Special Education Policies and Procedures, the practical effect of a district assurance statement, and frequently asked questions.
Rae Ann Ray, ODE

Conflict Resolution for Administrators: Helping Others Effectively Engage and Address Differences
The workshop will begin with a brief review of causes of conflict and effective strategies for addressing differences. The focus of this skill-building session, however, is on the leader’s role in helping employees engage in constructive conversations to rebuild trust and relationship, address issues, and move out of patterns of blaming, avoidance, and back-stabbing. This active, hands-on workshop will give participants opportunities to see strategies modeled, practice skills themselves, and plan for use of the learned strategies once they return to their work environment.
Karen Hannan, Collaboration Works, Inc.

Regional Services: An Update and Discussion on Efficiency and Effectiveness
Regional programs have provided a quality service to districts for many years. An update on the Parrish Report on Regional Efficiency and Effectiveness, along with a review of a proposed Regional Policy option package will be shared. Some thoughts and assumptions on addressing regional services for optimal outcomes will be shared, followed by a discussion and feedback session with participants.
Nancy Latini
Eric Richards

Comprehensive Evaluation for Specific Learning Disability (SLD): Legal Requirements and Best Practices
This session will review legal requirements for a comprehensive evaluation of SLD with any selected approach of RTI, PSW or a combined model. The presentation will discuss implications and considerations for comprehensive evaluation and will propose recommendations for how districts might focus their resources to effectively identify and serve students with Specific Learning Disabilities.
Kimberly Ingram, ODE
Amanda Sanford, Portland State U

Writing Instruction: Big Ideas and Practical Strategies for Students Who Struggle with Writing
This presentation will focus on the challenges writing presents to students and several “big ideas” in writing instruction that address these challenges. The session will present a procedure for teaching the writing process that emphasizes the teacher’s role in modeling the strategies that students will use. The presentation will consider different purposes for writing, the use of examples and flawed examples to teach critical features, and strategies for student editing of their own or peers' work.
Steve Isaacson, Portland State U

Progress Monitoring
The cooperation of general education and special education systems is becoming increasingly important with the requirement for progress monitoring in IDEA 2004. This legislation requires that progress monitoring be conducted for any student who is referred for an evaluation for a specific learning disability. This presentation clarifies the critical features of a progress monitoring system, shares examples of progress monitoring, and provides resources for reference. Presenters will discuss the critical role of using progress monitoring to evaluate and implement data-driven appropriate instruction that meets the requirement of the law and maximizes student growth.
Amanda Sanford, Portland State U

RTI: Foundations and Critical Features of Successful RTI Implementation
Is your district considering implementing an RTI model? This presentation will provide a brief overview of the necessary features a school district must have in place in order to improve instruction and use RTI for learning disability eligibility decisions. The presenters will share readiness tools and secrets for RTI success.
Dean Richards, Tigard Tualatin SD
Erin Lolich, Tigard Tualatin SD

RTI: Checking for Fidelity
This presentation will highlight reflections from RTI implementation visits to school districts participating in the Oregon RTI Project in 2008. Staff from the OrRTI Project will share fidelity tools and lessons learned. Staff from a participating district will share observations from the implementation visit, and other information about district-wide RTI fidelity.
Erin Lolich, Tigard Tualatin SD
Melissa Williams, Ontario SD

Improving Mathematics Outcomes for all Students Through Tiered Instructional Support
This session will introduce participants to multiple facets of implementing RTI in the area of mathematics. Primary coverage will be for grades K-8 with a focus on Tier 1 mathematical content, research-based interventions and instructional strategies for Tiers 2 and 3, and implementing screening and progress monitoring systems. The presentation will be targeted toward the goal of supporting schools in implementing tiered levels of support in mathematics for all learners.
Scott Baker, U of Oregon
Ben Clarke, Pacific Institute for Research

Oregon's New Diploma Requirements: What You Need to Know
ODE staff will present information on the Oregon Diploma and the Modified Diploma, including background on the State Board's decision, changes to diploma requirements and timelines, and implementation tools and resources. This session will provide an opportunity for participants to ask questions and to share with ODE their implementation needs and strategies.
Michelle Hooper, ODE
Theresa Levy, ODE
Jackie Burr, ODE

Introduction to the School-wide Reading Model
This presentation will focus 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 will be 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 will also be presented. Additionally, the session will include 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, U of Oregon

IEP Development for Students of Transition Age
This session will address the IEP components for secondary transition including age- appropriate transition assessment, measurable post secondary goals (examples and non-examples), transition services, course of study, annual goals that help the student progress toward the post secondary goals, and other agency involvement.
Jackie Burr, ODE

New Diploma Requirements: Credit for Proficiency
In January 2007, the State Board approved the following policy: A key feature of the future diploma will be wider use of proficiency ensuring that all students will have the opportunity to choose to earn credit by demonstrating proficiency based on state content standards.” The Credit for Proficiency Task Force met from February 2007 through June 2008 working on implementation recommendations for the State Board. This session will provide information on the task force work, and current implementation processes in districts.
Susanne Daggett, ODE

ESD Special Education Directors’ Meeting
By invitation only

Conversation About Meeting the 60 School-Day Timeline (Child Find Indicator B11)
This session will provide an opportunity for districts to share challenges and successes in meeting the requirements for completing the evaluation/eligibility process within the 60 school-day timeline. Data from the 2007-08 Child Find collection will be shared.
Colleen Stover, ODE
Steve Smith, ODE

Supporting Students with TBI: How and Why to Build Capacity in Your District
Traumatic Brain Injury (TBI) continues to be a leading cause of death and disability for students in the United States yet many special education teachers report they do not feel prepared to serve this population. To help districts build capacity to serve students with TBI, strategies and resources available in Oregon will be presented.
Patricia Sublette, Teaching Research Institute
Ann Glang, Teaching Research Institute

Is Your Service Model for Autism Spectrum Disorder Current?
This presentation will focus on current resources and evidence-based practices for developing and implementing programs for learners with an autism spectrum disorder.
Marilyn Gense, Willamette ESD
Annette Skowron-Gooch, Willamette ESD

Why Sexuality Education for Special Education Students: The Law, Oregon Health Education Standards, and the Need
Participants will be introduced to Oregon’s Sexuality Education Law, the Oregon Health Education Standards, the Elissa Howard-Barr, PhD. study on Students with Special Needs: Addressing Their Increased Risk of STDs/HIV Through Modified Sexuality Education, and the ever- increasing need for comprehensive sexuality education for all students.
Brad Victor, ODE

SPR&I/Procedural Compliance Review: Revised File Review Form and Required Corrective Action for Identified Noncompliance
In this session, the new file review form for PCR and the accompanying corrective action document will be discussed. ODE has identified required corrective action for each standard that districts will be expected to take, based on their self-assessment.
David Guardino, ODE

Introduction to the School-wide Reading Model
This presentation will focus 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 will be 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 will also be presented. Additionally, the session will include 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.
Erin Chaparro, U of Oregon

Evaluating Behavior Plans—Is This a Positive Behavioral Intervention or an Imposter?
Writing an effective positive behavior support plan is one of the hardest things we do in schools. Under specific circumstances, IDEA requires schools to create a plan for students with disabilities who engage in challenging behaviors; however, IDEA provides no guidance on what should be included in the plan. Therefore, teams struggle with developing and implementing plans, and most importantly, students struggle with their behavior. Yet the research is clear: when positive behavior support plans are done well, students experience more success at school. This presentation will outline the research-based critical features of positive behavior support plans so that participants can evaluate any behavior plan based on those features.
Shawn Fletcher, David Douglas SD

A Response to Intervention (RTI) Model for Supporting Students with Challenging Behavior
How can schools implement a system to support students with challenging behavior? A Response to Intervention (RTI) / Positive Behavioral Interventions & Supports (PBIS) model will be presented which includes examples of a continuum of group and individualized behavioral interventions, a system for data collection for student identification and progress monitoring, and a team process for guiding decision-making regarding systems implementation and individual student intervention and response. School data will be presented. Planning for district and school implementation and infrastructure requirements will also be discussed.
Chris Borgmeier, Portland State U

Interventions for Effective Response: Fulfilling the Promise of RTI
This session will focus on selecting research-based K-3 intervention programs for use in a Response to Intervention model. The instructional design features of the programs being used with struggling readers will be shared with emphasis placed on how to evaluate and identify effective, research-based reading programs for local use. Key suggestions and strategies for maximizing student gains within such programs will also be discussed.
Patricia Travers, U of O
Kathy Howe, U of O

504 Lessons Learned
Participants will explore 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 will cover areas of concern for 504 planning, implementation, and monitoring. Participants will also review the key differences between 504 (Civil Rights) and IDEA (Education) regulations.
Winston Cornwall, ODE

Developing and Retaining the Speech Language Pathologist Workforce for Oregon Schools
This presentation will include a description of the Oregon cohort of the Nova Southeastern University graduate training program in Speech-Language Pathology by two students who are participating in that program and the effects on their development as professionals and the students they serve. Also, a means of assessing the present status of attracting speech language pathologists to school districts and ESDs will be presented. Each participant will conduct a short gap analysis using a tool based on the Employee Value Proposition. Finally, a discussion of strategies for supplementing the speech-language pathologist work force with retirees will be presented. Input from the audience throughout the presentation will be solicited.
Doreen Rodecap, Willamette ESD
Leisha Vogl, Willamette ESD
John Tracy, Salem Hospital
Carol Clupny, Umatilla Morrow ESD

Administrator's Guide to Medical Concerns in a School Setting
Schools are increasingly asked to sort through complex medical issues as they provide FAPE and comply with State and Federal regulations governing education. In this presentation, a panel of experts will address some of the problems and will encourage audience participation. Panel members include experts on 504, health systems, IDEA regulations, and school nurse scope of practice issues.
Leslie Currin, ODE
Winston Cornwall, ODE
Rae Ann Ray, ODE
Marilyn Hudson, Oregon State Board of Nursing

Progress Monitoring
The cooperation of general education and special education systems is becoming increasingly important with the requirement for progress monitoring in IDEA 2004. This legislation requires that progress monitoring be conducted for any student who is referred for an evaluation for a specific learning disability. This presentation clarifies the critical features of a progress monitoring system, shares examples of progress monitoring, and provides resources for reference. Presenters will discuss the critical role of using progress monitoring to evaluate and implement data-driven appropriate instruction that meets the requirement of the law and maximizes student growth.
Natalie Flindt, Springfield SD

Autism Services: A Statewide Plan
Information will be provided on current activities relative to a legislative request to address services for students identified with Autism Spectrum Disorder (ASD). This will include a review of the work of the committees created subsequent to the last legislative session, the 2009-2011 proposed policy option packages for Autism Services, and requests for feedback about a newly proposed collaborative statewide model of serving and supporting students with ASD and their families.
Nancy Latini, ODE
Eric Richards, ODE
David Pass, Oregon Health Sciences University
Janel Salazar, Oregon Autism Alliance

Update on Statewide Children's Wrap-Around Initiative
The Statewide Children's Wrap Around Initiative is entering its second phase of implementation. With funding from the State, a project management contractor has been secured and is working closely with statutory and financing work groups to align state resources and laws to work best for children Birth – Age 18. Members of the interagency committees will bring participants up-to-date with implementation activities and next steps.
Eric Richards, ODE
Andy Miller, Office of the Governor
Bill Bouska, DHS
Marcia Hille, Project Manager for Wrap-Around Implementation

From Policy to Practice for IDEA Discipline
IDEA requires a policy to practice review for districts identified with significant discrepancy in the use of long-term suspension/expulsion (10 days or greater) between general education and special education students. This session will present the data and threshold used for the identification of significant discrepancy and discusses one districts’ approach to aligning policy with practice to ensure appropriate support for students with disabilities and reduce the need for long-term suspension/expulsion.
Kimberly Ingram, ODE
Rob Holloway, N. Clackamas SD
Kelli Puchel, N. Clackamas SD

Using Data for Decision-Making in Schools
This session will focus on the use school-wide data to build a positive social culture, and minimize discipline disproportionality.
Rob Horner, U of Oregon

Regional Program Autism Training Sites: Developing a Comprehensive Service Delivery System System for Children with ASD
To increase the progress of children with autism, RPATS staff are taught to use evidence-based interventions in their classrooms. Research has also found that a comprehensive program for children with autism should include parent education and training. New parent modules that have been designed for use in the RPATS classrooms will be shared. Attendees will additionally learn how to access the sites to receive training for their staff.
Joel Arick, Portland State U
Helen Young, Portland State U

OrPTI's Partner Program
What is the IEP Partners Program? The IEP Partners Program trains and matches IEP Partners with parents who want 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 more than four years. There are trained Partners across the state, representing both urban and rural areas and different cultures. There are currently trained Native American and Hispanic IEP Partners who represent the culture and speak the language. OrPTI started with the IEP Partners Program and has now expanded to include Mediation and Transition Partners. In this session, participants will learn about the Partners Program: its history; who the IEP Partners are; the role of a Partner; the Partners Training program including 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 the districts will also be shared.
Betsy Ramsey, OrPTI
Carmelle Campbell, OrPTI
Karen Ripplinger, OrPTI

Parent Involvement
The research evidence is now 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, to express high (but not unrealistic) expectations for the children’s achievement and future careers, and become involved in the children’s education at school and in the community.
Leah Skipworth, OrPTI
Robin Wortman, OrPTI
Janice Richards, OrPTI
Lynda Bell, OrPTI

Evaluating English Language Learners for Special Education Services: A Process Approach to Eligibility
This session will present an approach to reducing the under- and over- identification of ELL students being considered for special education services. During this presentation, the following will be reviewed:
  • Examine cultural and linguistic characteristics that can impact evaluation and service;
  • Discuss the importance of a strong pre-referral process and ways to interpret language proficiency tests;
  • Identify characteristics distinguishing language difference from language disorder or learning disability;
  • Discover a process approach to evaluation, eligibility, and intervention in order to serve all culturally and linguistically diverse students and align those services with state and federal laws.

Frank Bender, National CEU

Critical Features of District-Wide PBIS Implementation
This presentation will focus on building a district or regional system to maximize your investment in training. Suggested practices, structures, and roles will be described for beginning and maintaining a district or regional infra-structure to carry out a comprehensive (beyond the “green zone”), accurate, and sustained model of district-wide or regional school-wide Positive Behavior Support implementation.
David McKay, Linn Benton Lincoln ESD
Scott Ross, U of Oregon
Patty Parnell, Linn Benton Lincoln ESD

District Roles in Successful Implementation of Secondary and Tertiary Intervention Systems in Schools
School-wide positive behavior support is a three-tiered framework for implementation of evidence-based systems within schools. The goal of SWPBS is to promote pro-social behavior and enhance learning. District support is required across the framework; however, the features of this support are somewhat different at Tiers II and III (secondary and tertiary interventions) than at Tier I. In this presentation, key features of secondary and tertiary interventions, as implemented within the SWPBS framework, are reviewed, and a model for implementing evidence-based interventions, systems to support implementation, and progress monitoring within and across students is introduced for schools and districts.
Cyndi Anderson, U of Oregon

Evaluating Behavior Plans—Is This a Positive Behavioral Intervention or an Imposter?
Writing an effective positive behavior support plan is one of the hardest things we do in schools. Under specific circumstances, IDEA requires schools to create a plan for students with disabilities who engage in challenging behaviors; however, IDEA provides no guidance on what should be included in the plan. Therefore, teams struggle with developing and implementing plans, and most importantly, students struggle with their behavior. Yet the research is clear: when positive behavior support plans are done well, students experience more success at school. This presentation will outline the research-based critical features of positive behavior support plans so that participants can evaluate any behavior plan based on those features.
Scott Ross, U of Oregon

Closing the Achievement Gap by Accelerating Pacing in Reading Interventions
The purpose of this presentation is to describe systems-level academic planning to close the achievement gap for students who are at risk for reading failure. Presenters will describe the use of systems-level data collection and goal setting in reading and its overlap with the systems-wide prevention-oriented approach used in progress monitoring and Response to Intervention systems. Specifically, participants will learn about curriculum goal setting and pacing instruction to close the achievement gap.
Carrie Thomas-Beck, U of O
Amanda Sanford, Portland State U

Training and Working with Paraprofessionals
This session will focus on training and working with paraprofessionals who work with school-age students with disabilities. A review of professional literature on issues related to the management of paraprofessionals and training needs will be included.
Gina Moreno, Portland State U

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

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