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2009 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 1-2, 2009, over 600 participants gathered in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services.


Breakout Sessions



Health Needs In Schools Including IEP and 504 Requirements
Hear real-life cases on a wide range of student health needs and how they are being addressed in the school setting.
Leslie Currin, ODE
Winston Cornwall, ODE
Rae Ann Ray, ODE
Ann Nelson, Lake Oswego SD
Jane Bubak, Sweet Home SD

Oregon Speech Language Pathologist Cohort Program
Is your district in need of licensed Speech Language Pathologists? Or, do you foresee that in the near future you will need an SLP? Come to this session to hear details about the cohort program that is currently training Oregon SLPs through scholarship monies. Recruitment for the next Oregon cohort will begin soon. Learn from current administrators and students about the process for involving your district.
Ashley Northam, State Board of Examiners
Terry Herzberg, Malheur ESD
Lindsay Baustien, Willamette ESD
Terry Herzberg, Malheur ESD
Lindsay Baustien, Willamette ESD

Nuts and Bolts of Speech Language Pathology Assistant Training, Licensing, and District Assignments
Does your district effectively use Speech-Language Pathology Assistants? Come to this session to hear about effective and efficient ways to schedule, staff, and use SLPAs within their scope of practice to assist in providing services to students. The presenter will include SLPA licensing and supervision requirements. This session will also provide information about the upcoming SLPA scholarship opportunity offered through ODE at Chemeketa Community College. SLPA program details such as coursework, practicum expectations, and competencies of students will be reviewed.
Ashley Northam, Chemeketa Community College

Effective Local Dispute Resolution Systems
Come explore what it takes to have an effective internal dispute resolution system. Identify the principles that are in place when a dispute resolution is working. Learn how to assess your current system, identify the gaps, and consider strategies to put into place that will promote effective conflict resolution at the lowest levels. Some of the questions we will consider include: What are the indicators that conflict is escalating? What are the appropriate responses to these indicators? What are the processes available to school systems that can encourage early and timely dispute resolution?
Karen Hannan, Possibilities, Inc

Parental Consent for Services and Records Retention: Recent Developments
This session will focus on two distinct issues: the recent changes to the parental consent regulations and the obligation of educational agencies to generate and retain educational records. After a review of the applicable regulations, participants will be invited to ask questions regarding these provisions and their impact on educational agencies’ responsibility to educate students with disabilities.
Rae Ann Ray, ODE
Ty Manieri, ODE

SPR&I: An Overview of Changes to the System, New Measures and Targets, and Findings from Focused Monitoring Visits
Learn about changes in SPR&I, new measures and targets, and the impact these updates will have for the school year. Use this opportunity to discuss the SPR&I process and provide input on elements still under development. Finally, hear about the focused monitoring visits conducted last spring and findings from these visits.
David Guardino, ODE

Targeting Evidence-Based Practices: Tools and Resources in Serving Students with Autism Spectrum Disorders
Learn about the application of evidence-based information related to autism spectrum disorder in the general education settings: evidence-based assessment tools for use with higher functioning individuals, intervention strategies for use in general education settings, and coordinating PBIS practices with ASD Evidence-Based Practices.
Marilyn Gense, Willamette ESD
Annette Skowron-Gooch, Willamette ESD

Using Research-Based Strategies In Classrooms to Improve Outcomes for Students with Autism Spectrum Disorder
Learn about the use of the applied behavior analysis strategies of discrete trial training, pivotal response training, and teaching through functional routines that have been documented in the research for being effective with children with autism. See video examples of school staff’s implementation of these strategies. Research information about the use of the strategies will also be provided. Hear about the RPATS project, a process to train public school staff in Oregon to use these research-based strategies.
Joel Arick, Regional Program Autism Training Sites (RPATS)
John Gill, Regional Program Autism Training Sites (RPATS)

The Middle School Intervention Project: Using Data to Evaluate & Improve Student Outcomes in Reading & School Engagement
The Middle School Intervention Project (MSIP) is a collaborative partnership between five Oregon school districts and the Center on Teaching and Learning at the University of Oregon. The purpose of the project is to evaluate district-wide efforts to identify and provide effective interventions for 6th grade students with low reading skills and poor engagement in school. Participating schools will use data-based decision-making teams to assess student progress. Come to this session to hear about the multi-component intervention model, including a description of the data-based decision- making process for students. Sample data from one participating school district will be shared.
Drew Braun, Bethel SD
Deanne Crone, University of Oregon

Suspension and Expulsion: Required Services, Procedures, and Data
Come to this session to learn about the procedural requirements relating to disciplining students with disabilities and ODE’s data collection regarding those disciplinary actions.
Scott Hall, ODE
Ty Manieri, ODE

A Framework for Using RTI Within a Comprehensive Evaluation
RTI is here to stay! Come to this session to learn about the requirements of full and individual evaluation in the Oregon Administrative Rules and how RTI meets those requirements. Also, be guided through student examples using a hybrid protocol/problem-solving model and learn more about the future of RTI in our state.
Petrea Hagen-Gilden, Tigard Tualatin SD
Erin Lolich, Tigard Tualatin SD

Assessment: Information and Updates
Learn about the 2009-2010 assessment updates for students with disabilities, including training expectations for current and hopeful Qualified Trainers and Qualified Assessors of the Extended Assessments, and the development of Extended Assessments. Finally, learn about recent developments in the Alternate Assessment based on Modified Achievement Standards (AA-MAS).
Brad Lenhardt, ODE

Diploma Options: Oregon Diploma, Modified Diploma, Extended Diploma, and Alternative Certificate
What are the requirements of the Oregon Diploma, Modified Diploma, Extended Diploma, and Alternative Certificate? Learn about these requirements and share your implementation strategies and needs.
Jackie Burr, ODE

Acquiring Accessible Instructional Materials: What Districts Need to Know
Accessible Instructional Materials (AIM) are textbooks and instructional materials provided in alternative formats, such as digital text, sound files, Braille and large print. AIM is a provision of IDEA 2004, but is also a powerful tool for helping all students achieve. Learn about the legal requirements of AIM and copyright law, resources for acquiring AIM for students, and processes for ensuring that AIM is implemented in your district.
Diana Roberts, Douglas ESD
Gail Gibbard, Willamette ESD
Shar Powell, Douglas ESD
Joan Steiner, Northwest Regional ESD
Drew Hinds, ODE
Sam Ko, ODE

Oregon’s Students One Year Out : Working? In School? What Have We Learned?
What have we learned from the first year of interviewing students after they leave IDEA services? What impact can the results have on your community, your school, and your programs? For answers to these and other questions, join us for a look at the data and the statewide impact of the Post School Outcomes collection.
Jackie Burr, ODE
Pattie Johnson, Teaching Research Institute

Trying to Get Them to Drink - School Change, RTI, and Identification of SLD
Come to this session to hear how schools thrive under a school-wide RTI model. Lessons learned from implementation in Pennsylvania will be shared, with an emphasis on the systematic effort to bring RTI to scale across the state. The relative value and cost of the two models for SLD identification, RTI and Patterns of Strengths and Weakness, will be discussed. An emphasis will be on the key elements of leadership required to bring schools and districts into using RTI models for school-wide change and SLD identification.
Ed Shapiro, Lehigh University

The Pedagogy of SPR& I
How do you build and implement a system of accountability that produces the results required by ODE and effectively informs ongoing improvement for your district? Come learn the strategies and techniques one district developed and implemented that moved the district from “Needs Intervention” to “Meets Requirements” in one year’s time.
Tricia Clair, Tigard Tualatin SD

Supporting RTI through Instructional Coaching and Feedback
A key feature of RTI is research-based instruction which requires both the use of a well-designed, research-based program and effective instructional delivery. Come to this session to learn about these features of effective instructional delivery, observing these features, and providing effective feedback to teachers so instructional delivery is enhanced. The presenter will discuss a matrix of alterable variables of effective instruction, describe the research base of several effective instructional variables, provide a framework for observing and providing feedback, and give participants the opportunity to practice observing and providing instructional feedback.
Amanda Sanford, Portland State U

Update on Statewide Children’s Wrap-Around Initiative
House Bill 2144 specifically addresses principles and values of wrap-around, state partners, pooled funds with existing dollars, a statewide advisory committee, and the establishment of three local systems of care sites. Learn about the current status of this initiative and next steps.
Nancy Latini, ODE
Bill Bouska, Child and Adolescent Mental Health Services
Larry Sullivan, Eugene SD

Harassment, Intimidation, and Bullying
What are the recent legislative changes to Oregon’s Harassment, Intimidation and Bullying law, effective July 1, 2009? These changes increase district and school responsibilities for responses to student and parent allegations, impacting students with disabilities and potentially the staff who serve them. Hear about the legislative changes in detail, best practices, and common cases that may present challenges to school districts.
Cindy Hunt, ODE
Scott Hall, ODE

State/Federal Fiscal Requirements for 2009-2010, including ARRA
Legal requirements and timelines related to state school funds, IDEA funds, ARRA funds, and other relevant financial matters will be discussed in detail. Participants will have the opportunity to interact with ODE staff and the auditor for MOE and High Cost Disability Funds.
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.

Child Find: Meeting the 60 School-Day Requirement for Initial Evaluations
What is the major barrier to meeting the 60 school-day timeline requirement for initial evaluations? Learn how many of the barriers can be avoided by analyzing federal regulations and Oregon Administrative Rules concerning Child Find. Participants will look at current data, discuss best-practice solutions for the most common barriers, and review important changes to the 2009-2010 collection.
Colleen Stover, ODE
Steve Smith, ODE

Building Capacity to Educate Students with Traumatic Brain Injury (TBI): Beyond TBI 101
Students who survive a TBI face ongoing changes in behavior, executive functions, and academic ability that may be misinterpreted as apathy, lack of ability or intentional disobedience. Building the capacity of staff to effectively meet the needs of students following TBI requires more than an overview of TBI. Come to this session to learn about ongoing supports available to districts in Oregon, and the research-based strategies being employed to build the capacity of those who work to meet the often-changing needs of students with TBI.
Patricia Sublette, Teaching Research Institute

Sexuality Education: Law, Health Standards, Need
Do you know the Oregon law and policy regarding sexuality education for special education students? Learn about sexuality education curriculum for special education students, what program strategies lead to positive behavioral outcomes, and what is age-appropriate for special education students. This workshop will be interactive.
Brad Victor, ODE

Special Education Data Collection and Reporting
Come to this session to learn about ODE data collections that include information about students in special education. Data collection, verification, use of data, and reporting timelines will be discussed.
Sara Berscheit, ODE
Steve Smith, ODE

District and School-Level Teaming for Blending Academic and Behavior Initiatives
Come to hear about Hillsboro's teaming structure that includes integrating planning and instruction for improving literacy, behavior, and attendance. This session will describe the Effective Behavior and Instructional Support Systems (EBISS) teaming framework developed by the State Coaching Task Force.
Carol Sadler, Consultant
Pam Zinn, Hillsboro SD

Math RTI for Primary Grades
Come to this session to learn about a kindergarten mathematics curriculum designed to develop conceptual understanding and fluency necessary for all students to meet high standards in mathematics. We will focus on elements of the curriculum, supporting assessment, and observation frameworks that are critical for providing Tier 1 support to all students. The use of a core kindergarten curriculum in a multi-tiered framework will be used as an example to demonstrate how core curriculum programs across the elementary and middle school grades can be integrated with Tier 2 and Tier 3 support.
Ben Clarke, U of Oregon
Kathy Jungjohann, U of Oregon
Christian Doabler, U of Oregon
Mari Strand-Cary, Pacific Institute for Research

Math RTI
How can RTI be implemented in Math? 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. Hear about supporting districts and schools in implementing tiered levels of support in mathematics for all learners. Learn about the research base supporting each component of a RTI mathematics system.
Ben Clarke, Pacific Institute for Research
Scott Baker, U of Oregon

Interventions for Effective Response: Fulfilling the Promise of RTI
Learn about selection of research-based K-12 supplemental and intervention programs for use in a Response to Intervention approach. Learn to analyze the instructional design features of the programs being used with struggling readers in order to enable schools to evaluate and identify effective, research-based programs for local use.
Patricia Travers, University of Oregon
Erin Chaparro, University of Oregon
Louise Bronaugh, University of Oregon

RTI Implementation in Very Small Districts
Come to hear about the unique strengths and challenges of implementing Response to Intervention in a small school district. A teacher, principal, special education director, and Oregon RTI Project specialist will all share their experiences and perspectives from building RTI systems in some of Oregon’s tiniest districts.
Dean Richards, Tigard Tualatin SD
Lindsay Crider, Crow-Applegate-Lorane SD
Meg Otto, Fern Ridge SD Elizabeth Friedman, Seaside SD

Core Features of an Effective Behavior Intervention Plan and Evaluating Behavior Intervention Plans
What are the research-based critical features of behavior intervention plans? Come to this session to learn to evaluate a behavior plan based on these features. Teams typically struggle with what to include in the plan, teachers struggle with implementing the plan and, most importantly, students still struggle with their behavior. The research on positive behavior support plans is clear. Hear about the research and how to help students experience more success at school.
Sarah Falcon, Clackamas ESD
Billie Jo Rodriguez, Clackamas ESD

Statewide Assessment Accommodations
Learn about providing accommodations, the relationship between instructional practices, accommodations, and other supports, and how allowable accommodations, when used successfully in the classroom, might be applied during the administration of the Oregon State Assessment System (OSAS). We will introduce Oregon’s new Accommodations Manual, a document designed to be a hands-on reference tool to enhance the use and application of Oregon's existing statewide assessment accommodations.
Dianna Carrizales, ODE
Pam Prosise, McMinnville SD
Michael Boyles, Harney County SD

The Next Decade of Oregon Charter Schools: Cool Solutions for Hot Topics
In 2008-2009, more than 18,000 students enrolled in more than 100 charter schools in Oregon, and the numbers are steadily increasing. Come to this session to learn about the changing landscape of Oregon's charter schools, including new legislative directions at the state and national levels. Using a combination of formal presentation and panel discussions, the session will also address ongoing hot topics regarding student residency and enrollment, state school funds, and providing special education in charter school environments.
Rae Ann Ray, ODE
Cindy Hunt, ODE
Phyllis Guile, ODE
Donna Brant, ODE

District-Wide Planning for Behavior and Academic Support
Are you familiar with the District Support Systems Plan for EBISS and RTI frameworks? If not, come to this session to learn about a measure developed to assist districts in forming collaborative, cross-general-and-special-education teams that focus on developing and sustaining a leadership framework for behavior and academic instruction and support.
Carol Sadler, Consultant
Kathleen Jackson, U of Oregon

Oregon's Model for Systematically Supporting Evidence-Based Innovations
Come to this session to hear about the core components of Oregon's system for Scaling Up Evidence-Based Practices. Learn about the framework for the implementation of a statewide system for training and support of districts that are adopting and implementing the Evidence-Based Practices.
Carol Sadler, Consultant
Marick Tedesco, Educational Enterprise Steering Committee

Autism Services: A Statewide Plan
The number of children identified with Autism/Autism Spectrum Disorder has been growing exponentially over the past decade, and autism remains one of the most complex conditions to serve properly in the educational setting. Learn about the statewide hearings in 2008 which culminated in a report to the Legislature and the formation of the Governors Commission on Autism.
Nancy Latini, ODE
Eric Richards, ODE
Katherine Weit, Oregon Council on Developmental Disabilities

The English Language Learner and Special Education Connection
Hear questions posed by real districts that illustrate a coherent model of service delivery that addresses the expectations of both IDEA and Elementary and Secondary Education Act (ESEA). The presentation has been developed in response to several procedural questions originally raised by district practitioners who are responsible for serving students who are both English Language Learners and students with disabilities.
Dianna Carrizales, ODE
Carmen West, ODE

Secondary Literacy: A Systems Approach to Meeting the Needs of All Students
Is your district just starting or considering implementation of a new literacy initiative for secondary students? Hear about the Bethel School District’s use 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 used 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

New Fall Flu--Updates for Your District
Come to this panel discussion to hear the up-to-the minute news regarding how possible school closures for flu will affect your State School Fund, School Lunch Program, and Maintenance programs. Hear a short overview by each panelist and then ask your questions.
Leslie Currin, ODE
Brian Reeder, ODE
Heidi Dupuis, ODE
Deborah Lincoln, ODE
Gary Ellwanger, ODE
Jackie Burr, ODE

Section 504, the ADA and Disability Discrimination
Hear a discussion of Section 504 and Title II of the ADA as they relate to school districts. This session will highlight the requirements of the statutes and their implementing regulations, offer insight into the duty to provide a free appropriate public education, provide some comparisons with the IDEA, discuss the new ADA Amendment Act, and discuss the duty to not discriminate. OCR's role in enforcing these statutes will be highlighted.
Tim Spofford, US Department of Education Office for Civil Rights
Winston Cornwall, ODE

A Framework for Using RTI Within a Comprehensive Evaluation
RTI is here to stay! Come to this session to learn about the requirements of full and individual evaluation in the Oregon Administrative Rules and how RTI meets those requirements. Also, be guided through student examples using a hybrid protocol/problem-solving model and learn more about the future of RTI in our state.
Petrea Hagen-Gilden, Tigard Tualatin SD
Erin Lolich, Tigard Tualatin SD

District Level Implementation of Secondary & Tertiary PBIS: So Our Universal System is Working! What’s Next?
Come to hear an overview of the systemic supports and structures recommended to successfully implement and sustain secondary and tertiary behavioral interventions in a school district. Learn about features needed for implementation including training, coaching, behavioral and academic expertise, coordination, and evaluation.
Chris Borgmeier, Portland State U
Cindy Anderson, U of Oregon

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