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2010 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 September 30 - October 1, 2010, over 500 participants gathered in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services.


Dr. Nancy Latini Keynote



Dr. Dean Fixen Keynote


Scaling up Improved Education
As resources shrink, education systems are challenged to do more with less. This presentation will discuss doing better with less by making use of implementation science. Building implementation capacity in districts and ESDs can allow educators to make more effective and efficient uses of a shrinking resource pool. Oregon is in the beginning stages of developing statewide implementation capacity. These activities will be outlined in the presentation.

Breakout Sessions



Scaling Up: Responding to Financial Constraints Through the Lens of Implementation
In light of the current financial climate, this session provides some real-life examples of districts that are moving forward with initiatives and improvement activities in spite of budgetary cut-backs. This session will not provide all the answers, but will engage participants in some thoughtful brainstorming and dialogue, while presenting some practical strategies that have been successful.
Jeri Harbison, N. Santiam SD
Andy Gardner, N. Santiam SD
Dave Bolin, N. Santiam SD

Scaling-Up Evidence-Based Practices: One District’s Journey from RTI Concept to Capacity
This session is intended to provide guidance to districts that have begun implementing a RTI model and are interested in refining and adding scale to their implementation. The panel discussion will highlight key issues in the long-term development of a Response to Intervention and Effective Behavior Support model in the Tigard-Tualatin School District. The focus will be on the essential capacities that must be in place and the lessons learned in implementing the model, where we are currently, and how we expect to evolve. As each point is described, panel members will respond to questions and comments from the audience.
Petrea Hagen-Gilden, Tigard-Tualatin SD
Carol Kinch, Tigard-Tualatin SD
Dan Goldman, Tigard-Tualatin SD
Sally Helton, Tigard-Tualatin SD
Karen Twain, Tigard-Tualatin SD
David Putnam, Tigard-Tualatin SD

Diploma Options: What Does It Mean in 2011 and Beyond
Come to this session to hear information about the Oregon Diploma Options. Participants will receive implementation resources, strategies to effectively help students and families understand the diplomas available, and examples of secondary transition services appropriate for each diploma option.
Jackie Burr, ODE

Post School Outcome Data and the Relationship to Quality IEPs
Is a quality IEP directly related to positive post school outcomes? How does a school district determine if high school transition components of their IEPs influence the results of the district’s post school follow-up interviews? How can districts make changes in their IEP development that will result in increasing the number of students who continue on to post school education, the work place, and independent living? Come to this session to hear discussion about these and other secondary transition questions.
Jackie Burr, ODE

Significant Disproportionality
Since 2009, ODE has been obligated to monitor districts for Significant Disproportionality (SDp). This obligation is different from the Disproportionate Representation oversight under SPR&I. Findings of SDp require a district to set aside 15% of its IDEA funds to Coordinated Early Intervening Services and impacts their ability to reduce their Maintenance of Effort. These significant implications associated with SDp require districts to be fully aware in advance of the expectations, not only as they relate to instructional planning, but also as they relate to budgetary planning.
Dianna Carrizales, ODE
Sara Berscheit, ODE

Assessment Update
Come to hear updates about the assessment system relevant to students with disabilities. This session will reference anticipated changes to the general assessment system, to the system of accommodations, and to the alternate assessment system.
Dianna Carrizales, ODE
Brad Lenhardt, ODE

Scaling Up: Mid-Journey Discoveries
Join us for a dialogue about our collaborative journey as a District, regular education, special education, Title I, and English as a Second Language programs, to develop and implement a systems-level, multi-tiered instructional approach to literacy, behavior, and attendance. This presentation will provide participants with a road map to move toward implementing the K-12 Literacy Framework, Positive Behavior Intervention Support, Attendance Framework, Response to Intervention, and Effective Behavior and Instruction Support Systems. We will focus on what it takes to build an infrastructure, prepare instructional leaders, design school teams for student and teacher learning, and adjust systems to meet the needs of the school community.
Patti Book, Hillsboro SD
Brenda Kephart, Hillsboro SD
Scott Schinderle, Hillsboro SD

Project UNIFY
What is Project UNIFY? Project UNIFY is a project, funded by the U.S. Department of Education. Its goal is to activate young people in an effort to develop school communities where all young people are agents of change — fostering respect, dignity, and advocacy for people with intellectual disabilities by utilizing the programs and initiatives of Special Olympics.

Come to this session to hear a panel of teachers and administrators who will share information about the Project UNIFY activities in their schools and the positive impact these activities have on their school community. Information will be shared about how to involve your students and the funds and resources that are available for starting a program.
Patti Lovemark, Sutherlin SD
Jill Hertel, Forest Grove SD
Robert Tadjiki, Bend LaPine SD
Jean Hansen, Director of Outreach for Special Olympics Oregon

Agency Collaboration for Secondary Transition
Do your IEP Teams have trouble communicating with other agencies? Are you frustrated that other agencies expect education to provide more services than are required? Do you question which agency should pay for which services? The secondary transition subcommittee of the Autism Commission is working on an interagency agreement between the Department of Education, Department of Human Services, and Office of Vocational Rehabilitation to outline the responsibilities of each agency. Come to this session to learn about this agreement and guidelines that will aid IEP teams in making quality secondary transition decisions.
Jackie Burr, ODE
Clayton Rees, Oregon Vocational Rehabilitation Services
David Abramowitz, University of Oregon
Corissa Neufeldt, Department of Human Services

The ADA Amendments Act: An Overview and Office of Civil Rights Applicability
This presentation will cover how the ADA Amendments Act of 2008 impacts school districts. This session will provide the ADA background on the new law, discuss changes to “substantially limits” and mitigating measures, discuss major life activities and “regarded as” cases, and address the effect on Section 504.
Elizabeth Caldwell, Office for Civil Rights, U.S. Department of Education

Restraint and Seclusion
This session will explore federal and state law concerning the use of restraint and seclusion in public schools. The session will focus on existing Oregon law and current federal legislation related to the use of restraint and seclusion in schools.
Ty Manieri, ODE
Scott Hall, ODE
  • Restraint and Seclusion Power Point Presentation  10/05/2010 (797 KB)


    • Legal Lessons Learned
    This session will explore a number of issues raised in complaint investigations and due process hearings. The issues discussed will include Independent Educational Evaluations, placement and Least Restrictive Environment, and IEP content and implementation.
    Ty Manieri, ODE

    Overlap of EBISS, RTI, and PBIS: Synergy or Separate Silos?
    This session will provide an overview of the current status and future direction of the EBISS, OrRTI, and PBIS initiatives. The mission and purposes, training and implementation components, and expected outcomes of each initiative will be described. Common features and points of divergence will be highlighted in order to help attendees better understand how these systems overlap and the implications for participating districts. The presentation of program features will be followed by a facilitated discussion. Districts attending this session are not required to be formally involved with the state-run initiatives.
    Erin Chaparro, University of Oregon
    David Putnam, Tigard-Tualatin SD
    Barbara Bolstad, Clackamas ESD

    Update on Effective Behavioral and Instructional Support Systems (EBISS)
    This session will highlight the accomplishments of the State Personnel Development Grant (SPDG) work on EBISS over the course of its four- year-implementation. Come to hear about next steps for this ongoing work. This session will be relevant for both EBISS districts and non-EBISS districts interested in understanding the systems role in the implementation of evidence-based practices.
    Louise Bronaugh, University of Oregon
    Kathleen Jackson, University of Oregon

    Are Your Students Receiving Sex Education? If Not, Why Not?
    Do you know the Oregon law and policy regarding comprehensive sexuality education for special education students? Learn about F.L.A.S.H., a comprehensive sexuality education curriculum for special education students. Come to hear what program strategies lead to positive behavioral outcomes and what is developmentally-appropriate for special education students. This workshop will be interactive.
    Brad Victor, ODE

    How to Meet the Instructional Materials Needs of Students with Vision Impairments or Print Disabilities
    Come to hear about the textbook adoption process & requirements of IDEA in relation to National Instructional Materials Accessibility Standard (NIMAS) and Accessible Instructional Materials (AIM). Experts from national partners Bookshare and Recording for the Blind & Dyslexic (RFB&D) will provide information. Also, Oregon Technology Access Program (OTAP) and Oregon Textbook and Media Center (OTMC) will provide strategies and information about services that schools, teachers, and parents can utilize to meet the needs of vision impaired and print disabled students in relation to NIMAS and AIM.
    Drew Hinds, ODE
    Sam Ko , ODE
    Kristina Cohen, Bookshare
    James Higgins, Recording for the Blind & Dyslexic (RFB&D)
    Margaret Tennant, Recording for the Blind & Dyslexic (RFB&D)
    Diana Roberts, Oregon Technology Access Program (OTAP)
    Shar Powell, Oregon Technology Access Program (OTAP)
    Bob Disher, Oregon Textbook and Media Center (OTMC)

    Redesign of Autism Spectrum Disorder Educational Services
    One of seven subcommittees of the Oregon Commission on Autism Spectrum Disorder (ASD) is Redesign of ASD Educational Services. This committee has been meeting since fall 2009 to draft potential changes in educational services and systems to better meet the needs of all students on the ASD spectrum. During this session, participants will hear about the draft recommendations, and participants will have the opportunity to give input on the proposed changes. Recommendations include the development of Guidelines for ASD Educational Services, a guide and self-assessment for local districts and EI/ECSE programs.
    Marilyn Gense, Consultant
    Susan Gartland, Dallas SD
    Sharon Lohse, N. Marion SD

    RTI: Initial Steps, Preparations, Readiness
    This session will provide information to districts that are interested in strategically positioning themselves for the implementation of a Response to Intervention (RTI) decision-making model in the near future. This session will discuss readiness features including “first steps” toward RTI orientation and will cover the features and relevance of infrastructure and consensus building.
    Jon Potter, TTSD
    Tammy Rasmussen, Roseburg SD

    Private Schools and Unique Settings
    This session will compare and contrast attendance accounting, reporting methodology, and calculation of State School Fund s (SSF) for Special education students enrolled in charter schools (in and out of their resident districts, in typical, virtual, or combination charter schools); Special education private school students publicly placed by school districts; Private school students eligible for special education services enrolled by parents in private school (parentally placed private school students); and Students on inter-district transfer agreements. This session will also address differences in special education program development and responsibility for Free and Appropriate Public Education (FAPE) or equitable services in these settings and the Special Education Child Count (SECC) reporting responsibility. The parentally placed private school portion will include information on the consultation process and calculation of the proportionate share of IDEA funds. A question and answer period will be included.
    Rae Ann Ray, ODE
    Michael Wiltfong, ODE

    Data: Collection Issues, Changes You Need to Know About, and Where We Are Headed
    In this session, the presenters will discuss issues that continue to surface in the data collections of Discipline Incidents, Child Find, and Special Education Child Count. Come to hear about Important changes to race/ethnicity categories, the impact on indicators, and the addition of race/ethnicity to indicator B4 discipline. The session will wrap-up with a discussion of data-based decision-making and the use of multiple sources of data that impact both compliance and performance.
    David Guardino, ODE
    Sara Berscheit, ODE
    Scott Hall, ODE

    Resolving Dispute Locally
    Some Oregon school districts have established local dispute resolution systems for the purpose of addressing special education disputes at the school district level. This panel will engage in a facilitated discussion concerning the creation and maintenance of dispute resolution systems with ODE staff and dispute resolution professionals.
    Steve Woodcock, ODE
    Ty Manieri, ODE
    Julie Gentili Armbrust, Mediator
    Jim Wilson, Mediator

    RTI in Secondary Settings
    This session will provide an overview of the critical features necessary to implement a Response to Intervention (RTI) framework of instructional decision-making in middle and high school settings. This session will be relevant for districts with or without experience in implementing elementary RTI.
    Ginger Kowalko, Educational Consultant
    Lori Smith, Bethel SD
    Drew Braun, Bethel SD

    PBIS Overview
    Come to this session to hear information for districts that are interested in developing secondary and tertiary levels of Positive Behavioral Interventions and Supports (PBIS). The session will cover critical features of readiness and relevant first and next steps for assuring successful implementation.
    Billie Jo Rodriguez, Clackamas ESD
    Joan Oakes, Linn Benton Lincoln ESD Catherine Kelly, High Desert ESD

    Scaling Up Writing
    Now in the fourth year of implementing Response to Intervention (RTI), North Clackamas has developed a model focused on literacy. With the reading initiative in place, the development of a writing initiative that spans K-12 is under way. Learn how North Clackamas continues to break ground on school improvement work, despite budget hurdles. Details about the reading and writing initiative, related data, and a roadmap of how to move forward in difficult times will be discussed.
    Vivian Garrison, N. Clackamas SD
    Kelli Puchel, N. Clackamas SD
    Matt McDermott, N. Clackamas SD
    Kelly Laugle, N. Clackamas SD

    IEP Facilitation—Tips of the Trade
    Come to this session to hear about proven and time-tested tips and suggestions: 23 facilitation techniques, 6 methods to re-gain impartiality when your blood pressure is through the roof, the unique nature of IEP ground rules and agenda, and the "Top 20 Tips of the Trade." Julie Gentili Armbrust facilitates high-conflict IEPs throughout the Pacific Northwest and trains IEP facilitation nationally.
    Julie Gentili Armbrust, Mediation Northwest
  • IEP Facilitation: Tips of the Trade PDF  09/22/2010 (192.80 KB)


    • Credit for Proficiency
    What is Credit for Proficiency? When can we use Credit for Proficiency? Can we use Credit for Proficiency for all diploma options? Come to this session to hear about the laws, rules, and how one district is using Credit for Proficiency to assist students with disabilities to gain credits to graduate.
    Susanne Daggett, ODE
    Jackie Burr, ODE
    Valerie Helm, Scappoose SD
    Sean Meurisse, Scappoose SD

    Scaling Up: Small Districts
    Implementation strategies for initiatives are not one-size fits all. Small districts encounter unique implementation challenges that are not always addressed in typical implementation plans. This session will provide examples of some of the unique issues encountered by small districts and some implementation techniques and strategies that have proven successful in practical application.
    Aaron Brown, Lowell SD
    Christina Cox, Lowell SD
    Sally Storm, McKenzie SD
    Kevin Moore, McKenzie SD
    Lane Tompkins, McKenzie SD
    Doug Rossetter, McKenzie SD

    Charter Schools Update: Review of rule changes and proposed legislation
    Oregon has had charter schools for more than ten years. Charter schools now number almost one hundred schools and enroll more than 14,000 students. The Oregon School Boards Association (OSBA) convened a task force to review the status of the laws and regulations that govern charter schools and the areas of strength and challenge. Based on the report of the task force, the organization may propose or recommend legislation. This presentation will discuss the findings and the next steps – all of which potentially affect students in special education and the districts responsible for educating them.
    Rae Ann Ray, ODE
    Bobbi Regan, Oregon School Boards Association

    Suspension and Expulsion: Required Services and Procedures for IDEA Students
    Come to this session to learn about the procedural requirements relating to disciplining students with disabilities.
    Ty Manieri, ODE
    Scott Hall, ODE

    General Supervision: Compliance Issues
    Under IDEA, ODE is responsible for identifying noncompliance with IDEA through the System Performance Review and Improvement (SPR&I) process and through the due process hearings and complaint investigations. This session will identify those areas that are most frequently identified for noncompliance and discuss strategies for establishing and maintaining compliance in those areas.
    Ty Manieri, ODE
    David Guardino, ODE

    Prevention and the Law: Bullying, Harassment, Intimidation
    What are district and school responsibilities relating to harassment, intimidation and bullying? In 2009, the Oregon legislature increased district and school responsibilities for responses to student and parent allegations, impacting students with disabilities and potentially the staff who serve them. Come to 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,
    Winston Cornwall, ODE

    Scaling Up Literacy: Moving from Theory to Practice in Scaling Up of the K-12 Literacy Framework
    Join this session to hear the panel from Springfield Public Schools describe the process and procedures used to move from theory to practice on the K – 12 Literacy Framework. An overview of the Framework will be tied to implementation of key components. Both the success and non-successes encountered in beginning implementation of the K – 12 Literacy Framework will be detailed.
    Sara Ticer, Springfield SD
    Matt Coleman, Springfield SD
    Keith Hollenbeck, Springfield SD

    Special Education Cohort Graduation Rates
    What is the cohort graduation rate and what does it mean for your district? Come to this session to learn about the cohort graduation rate, how the cohort is developed, how the special education subgroup is defined, and how the cohort rate is calculated.
    Sara Berscheit, ODE
    Jon Wiens, ODE

    Online Learning Task Force Report
    Before legislating on the matter of online learning, the 2010 Legislature designated a stakeholder group to review the statewide issues of online learning and respond to the Legislature on specified items on HB 3660. Jan McComb, ODE State Board Liaison, was charged with managing this process for the Oregon State Board of Education. This presentation will explain the Legislative mandate, which included special education issues and the State Board’s work to date. This work, and any resulting legislation, potentially affects all students in special education.
    Rae Ann Ray, ODE
    Jan McComb, ODE

    Research Based Instruction for Children with Autism
    Research Based Instruction for Children with Autism: A Presentation about Instruction that Works and How to Access Quality Staff Training Through the Oregon RPATS and Autism Teams Projects

    Come to this session to hear about effective research-based instructional strategies for working with children with autism. Also, ODE has funded two projects to assist with staff training, and this presentation will provide information about this training: the Oregon Regional Autism Training Sites grant and the Autism Teams Project. The Oregon RPATS project is a network of training sites throughout the state. The Autism Teams grant has piloted a new approach to staff development. This presentation will include slides and videos.
    Joel Arick, Consultant
    Joan Steiner, Northwest Regional ESD
    Jennie Willis, Portland State University
    Darby Lasley, Portland State University
    Brenda Nakada, Northwest Regional ESD

    Enhancing Services for Students with Traumatic Brain Injury (TBI)
    Whether a child is injured from a fall, sports injury, or abuse, TBI is a leading cause of death and disability in children ages 0-21. Because students with TBI often face ongoing changes in behavior, executive functions, and academic performance, their behavior is often misinterpreted as apathy, lack of ability, or intentional disobedience. Building the capacity of staff to effectively meet the needs of students with TBI is vital to identifying and serving this under-represented population. This session will detail an overview of the issues, supports available to districts in Oregon, (including what special educators need to know about Max’s Law –sports concussion legislation effective July 2010) and a region-by-region overview of supports to districts, including contact information and resources.
    Patricia Sublette, Teaching Research Institute
    Vicki Bernard, TBI Liaison Region 3
    Laura Bekken, TBI Liaison Region 8

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