2011 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 6 - October 7, 2011, over 500 participants gathered in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services.
Pre-Conference Session
RTI and SLD Eligibility Decision Making: A Comprehensive Review of Best Practices
Current special education law recognizes the critical importance of proving effective instruction and monitoring student outcomes when considering whether a student may have a learning disability, and requires that LEAs document that this has occurred regardless of which method of evaluation procedure is employed. In addition to being an effective and valid method of determining SLD eligibility, a well-implemented system of RTI has the added benefit of ensuring that effective instruction, matched to individual student need, is provided for all students. This workshop is intended for districts that are, or are planning on, using RTI for eligibility decision-making and would benefit from a comprehensive review of best practices. System components will be described and implementation issues will be discussed. Attendees will be provided with a checklist for evaluating their districts’ current status and determining goals and actions for full implementation.
David Putnam, OrRTI
Jon Potter, OrRTI
Lisa Bates, OrRTI
Fall Conference Breakout Sessions
Changes in the Diploma Laws
During the Legislative session, the laws regarding diplomas and services to 18-21 year old students were changed. This session will outline the implications of these laws on Oregon school districts. Topics covered will include the parental role in determining services to older students, the IEP decisions regarding transition services provided, and on-site access to resources in each high school.
Jackie Burr, ODE
Common Core Standards and the State of the State
Oregon has new Common Core State Standards (CCSS) and will have a SMARTER approach to assessment. Participants will be provided with an update on the CSSS and assessment. More importantly, we need your input. As we work together to implement the CCSS and SMARTER, we will all have a role to play in ensuring that students, parents, teachers, and communities understand what the standards are and how we assess learning, why they are important, how we can help in the implementation, and what we can do to support student success and minimize staff frustration.
Mickey Garrison, ODE
Districts Weigh In on Scaling Up: Experiences from the First Transformation Zone
What does the term 'capacity building' really mean within Scaling Up? Building on previous knowledge about core components of implementation science, this presentation will offer contextualized examples of capacity building from the capitol to the classroom. David Douglas and Centennial school districts will share their experiences in applying the model to establish the infrastructure to implement and sustain evidence based practices.
Kimberly Ingram, Consultant
Marick Tedesco, Consultant
Teresa Baldwin, Centennial SD
Cheryl Williamson, Centennial SD
Sam Breyer, Centennial SD
Lori Silverman, Centennial SD
Ed Krankowski, Centennial SD
Natalie Osburn, David Douglas SD
Barbara Kienle, David Douglas SD
Brooke ONeill, David Douglas SD
Florence Protopapas, David Douglas SD
Katie Beckett, David Douglas SD
504 and ADA
Come to this session to learn from Paul Goodwin, a senior attorney with the U.S. Department of Education, Office for Civil Rights (OCR). Mr. Goodwin has resolved a large number of Section 504 and Title II disability discrimination OCR complaints. He will be reviewing general Section 504/Title II FAPE obligations for school districts, and also discussing some hot topics related to Section 504/Title II compliance.
Paul Goodwin, Office for Civil Rights
Charter Schools: Legislation and Requirements
Oregon begins the 2011-2012 school year with new and revised laws affecting charter school sponsorship, governance, operations, enrollment, accountability, and responsibility for special education services. These changes potentially affect all Oregon school districts, whether or not they currently sponsor a charter school. This session presents these changes, their ramifications as known at session time, and an opportunity for questions.
Rae Ann Ray, ODE
Margaret Bates, ODE
Cindy Hunt, ODE
Team-Initiated Problem Solving (TIPS) Model: Team Meetings
The TIPS Model focuses on problem solving strategies for using data while practicing effective and efficient meeting foundations. This session will highlight an assessment of Team Meeting Foundations, the pre-process for using data to develop solutions and action plans, and current research.
Celeste Dickey, University of Oregon
Anne Todd, University of Oregon
Effective Mediation
A school district attorney and a parent attorney answer your questions about mediation and share tips for effective mediation strategies and outcomes. Why should I mediate? When should I mediate? Who should participate? How should I prepare for mediation? Who should I talk to before the mediation? How long does mediation take? What is the role of the mediator? What are the do’s and don’ts for opening statements? Who should make the opening statement? What should I tell the mediator during caucus sessions? What should the agreement include? Will I have to pay attorney fees? Will an agreement “set a precedent”? Who knows about the agreement? Based on years of experience, the presenters offer their suggestions for the effective use of mediation in resolving special education disputes.
Graham Hicks, Graham Hicks Law
Diane Wiscarson, Wiscarson Law
Current Research and Best Practices for Working with Children with Autism
This presentation will provide an overview of evidence-based practices for children with autism. Appropriate instructional methods and curriculum for the education of children with autism based on national research reports will be shared. Video examples of many of the evidence-based practices will be shown. Outcome data from several studies that implemented the evidence-based methods in public school classrooms will be provided.
Joel Arick, ORPATS Project
Sheila Magee, Educational Consultant
Oregon Regional Autism Training Site Project
This presentation will provide information on the Oregon Regional Program Autism Training Site (ORPATS) project. The ORPATS project has worked with school district staff and autism specialists to develop over 40 training sites throughout Oregon. At each training site, teachers and other staff receive hands-on training to learn to implement evidence-based practices. This presentation will share the student outcome results for the last two years at ORPATS sites. Video clips will be shown to demonstrate the methods used at the training sites. The project objectives for the next two years will also be shared.
Joel Arick, ORPATS Project
Brenda Nakada, ORPATS Project
Darby Lasley, ORPATS Project
Web-Based Training for New ASD Specialists
Research shows that web-based course materials are being used extensively to provide supplementary and stand-alone instruction in educational settings. One of the most powerful elements of using the web for teaching is the ability to engage learners in an interactive format that combines on-line and face-to-face trainings. Research showed students performed better than those receiving solely face-to-face instruction. NWRESD is providing training for new autism specialists through the Autism Statewide Leadership Grant. Current trainings include both face-to-face and web-based technology for participants across the state. See changes in how information is disseminated to new specialists, including the use of WebEx, Google, and internet modules.
Laura LaMarsh, Northwest Regional ESD
Tina Meier-Nowell, Northwest Regional ESD
Legislative Session Overview
The Legislature adjourned the 2011 session on June 30, 2011. During this session several bills passed with implications for special education, funding, charter schools, overall state governance, ESDs, kindergarten, interdistrict transfers and mandate relief. This presentation will provide a broad overview of these bills and their implications for districts, schools and our state’s education system.
Cindy Hunt, ODE
Project ALDER (Advancing Longitudinal Data for Educational Reform): Stakeholder Needs as the DNA of Data System Evolution
Come to this session to learn about our evolving Statewide Longitudinal Data Systems (SLDS) as the systems relate to tracking important information to support special education and related services. Project ALDER is Oregon’s most recently funded SLDS grant. The specific goals of Project ALDER include the design and implementation of K-12 teacher-student linkage components; development of the policies, procedures, and partnerships needed to expand collection of early childhood, post-secondary success, and workforce data; design and implementation of an active multi-state and multi-sector data exchange with the states of Washington, Hawaii, and Idaho; creation of a P-20 Operational Data Store (ODS) which consolidates data; and development of a comprehensive statewide data quality plan.
Josh Klein, ODE
Michael Rebar, ODE
Building Bridges: A Collaborative Approach between Education and Mental Health
Come to this session to hear about a collaborative approach between a local mental health organization and an ESD to support students in districts with social, emotional, and mental health needs.
Stacey Sibley, Willamette ESD
Michael Conn, Willamette ESD
Kathleen Horgan, Mid-Valley Behavioral Care Network
Cherisse Loop, ODE
Disproportionality in Special Education: Strategic Thinking About Causes and Solutions
This session will present information in the context of the more familiar indicators B4, B5, B9, and B10. Information will be provided on the background of the obligation, the data as provided in the Systems Performance, Review, and Improvement (SPR&I) process, and on district steps toward prevention and remediation.
Dianna Carrizales-Engelmann, ODE
Brad Lenhardt, ODE
Martha Buenrostro, ODE
Paula Kitzke, ODE
Science Primer: Implementation Science, That Is
Implementing, sustaining, and scaling up evidence- based practices requires careful attention to critical infrastructure components. This presentation will define the research-based components linked to the development of infrastructure capacity. Participants will gain a better understanding of the core elements Oregon is focused on in Scaling Up evidence-based practices.
Kimberly Ingram, Consultant
Marick Tedesco, Consultant
The Oregon K-12 Literacy Framework
Join us and learn how to use this online resource to improve reading outcomes for students in your school or district. Presenters will share practical and applied ways that Bethel SD has used the Framework to inform, plan, and guide instruction. The framework will be a valuable resource as Oregon moves to the Common Core State Standards and the expectation that ALL students will read and respond to more rigorous texts.
Lori Smith, Bethel SD
Drew Braun, Bethel SD
Julie Anderson, ODE
Technology for Trainings, Meetings, Collaboration, and Service Provision
Technology has been shown to be an effective means of training, meeting, collaboration, and providing support to school district staff and students regardless of geographic location. Telepractice is about the wise application of current and emerging technology to deliver information and services in a manner that reduces barriers to access and/or specialized expertise, is cost-effective, enhances provider productivity and/or effectiveness, and creates addition value/benefits for the provider and the consumer (e.g. reduced travel time and costs). NWRESD is piloting a WebEx based telepractice model within its region. Participants will learn how to effectively use the internet to provide quality, evidence-based information and support to district staff. In addition, participants will learn the processes for developing their own telepractice systems.
AnaLia Oliva, Northwest Regional ESD
Laura LaMarsh, Northwest Regional ESD
Dynamic Documentation: SLPA Supervision Requirements, Documentation,
Requirements for Client Records for all Practitioners
Are you confused about SLPA supervision and the documentation required? Do you wonder what is needed to pass the SLPA Supervision Audit? Are you keeping adequate and accurate client documentation records? Do you have general questions for the Board of Examiners for Speech Pathology and Audiology (BSPA)? This presentation will review the BSPA SMART form and outline supervision requirements and the documentation needed for SLPAs. In addition, overall client recordkeeping requirements will be discussed. Additional time will be allotted for questions from the audience.
Ashley Northam, Chemeketa Community College
Jennie Price, InterMountain ESD
All Students, All Abilities: Improving Youth Sexual Health
Come to this session to learn about Oregon’s mandated comprehensive sexuality education requirements, understand positive behavioral outcomes for youth sexual health, and how to implement effective classroom programs that address the needs of all students, all abilities.
Brad Victor, ODE
RTI: Initial 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. This session will discuss readiness features including “first steps” toward RTI orientation and will cover the features and relevance of infrastructure and consensus building. Participants will gain an understanding of the essential features of comprehensive RTI systems in order to better assess the current status and needs for moving forward of their districts.
Dean Richards, OrRTI
Tammy Rasmussen, OrRTI
Response to Intervention: Yes, But How Do We Do It and Will It Really Work?
District leaders from the OrRTI project provider and from successful veteran participant districts will share their insights and lessons learned. Panelists will describe the process and stages of implementing RTI and integrating it into their existing structures. Successes, challenges, and the strategies that they found most useful in moving from initial installation to success and sustainability will be highlighted. Student outcomes will be described. Session participants will gain a better understanding of the process of implementing an RTI system and expected challenges and outcomes.
David Putnam, OrRTI
Melissa Williams, Ontario SD
Monique Siemerink, Bethel SD
Vivian Garrison, N. Clackamas SD
Jill Weber, Roseburg SD
Hands-on Assistive Technology (AT) for Administrators
Are you asked to approve purchase of assistive technology you’ve never seen or heard of? Do you feel uncomfortable signing purchase orders for high-cost devices you know little about? Take this opportunity to try out Augmentative Communication devices, electronic readers, and other assistive technology available from the OTAP loan library, and better understand the continuum of low- to high- tech options for supporting student learning. Learn what administrators should ask for as a part of any request for purchase of assistive technology and how you can support your staff in making quality decisions about AT acquisitions and services.
Diana Roberts, Douglas ESD
Shar Powell, Douglas ESD
Technology to Meet the Requirements of IDEA ’04 Accessible Instructional Materials (AIM)
Legal provisions for timely delivery of textbooks and other core instructional materials in formats such as audio and Text-to-Speech have been in effect since the authorization of IDEA 2004, yet many districts still fall short of the standards set by federal and state statutes. Many free and low-cost resources are available for provision of AIM, from tools to assist educational teams, to software for opening and reading text files aloud. Learn about free online tools for assessing and documenting student needs for AIM, free and low-cost resources for acquiring and using AIM files, and staff training opportunities on AIM and how to utilize it with students.
Diana Roberts, Douglas ESD
Shar Powell, Douglas ESD
Braille Interface for OAKS Online
New for 2011-2012, OAKS Online will be available to students who use Braille. Accessing OAKS Online through a new Braille interface, students who use Braille will now have access to the adaptive OAKS Online test and have the same number of testing opportunities as general education students. ODE has collaborated with Oregon educators and content experts, vision teachers, and Braillists from around Oregon, the Oregon Textbook and Media Center (OTMC), and ODE’s test vendor American Institutes for Research (AIR), to adapt the current OAKS Online test for presentation in Braille.
Kathleen Vanderwall, ODE
Holly Carter, ODE
Scott McCallum, Northwest Regional ESD
Improving Services for Blind and Visually Impaired Students
The Blind and Visually Impaired (BVI) Student Fund was established upon closure of the Oregon School for the Blind in 2009. Come hear how these funds have been utilized and how you can access these supplemental resources for your students who are blind or visually impaired.
Julie York, ODE
Scott McCallum, NWRESD
Oregon’s Statewide Assessments and Students with Disabilities
The focus of this presentation is 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.
Brad Lenhardt, ODE
Emerging and Exemplary Practices in Parent Engagement
This session will explore the range and depth of educator/parent partnerships that support students’ success, including a review of recent research on the topic. Participants will better understand the value and benefits of positive parent engagement and effective strategies that create a collaborative educational environment. Center for Appropriate Dispute Resolution in Special Education (CADRE) resources related to parent engagement will also be explored.
Phil Moses, Center for Appropriate Dispute Resolution in Special Education (CADRE)
Guide Dogs and Miniature Horses:
A Review of the Title II Amendments and Your ADA Responsibilities When It Comes to Service Animals
Board members, teachers, administrators, parents, students – service animals in schools bring out our best hopes and worst fears. Take a look at ODE’s new recommended service animal policies and procedures and develop a plan for responding so you won’t get caught unprepared.
Winston Cornwall, ODE
Suzy Harris, Portland Public Schools
Scott Schinderle, Hillsboro SD
Special Education Design Lab Feedback
This session is for conference administrators who want to engage in further conversation and planning regarding the Special Education Study that was presented in the general session. This session will give insight into the working of the design lab and how the results were processed to conclusion. In addition, the session will pose questions for consideration and encourage active input from the participants. Let us hear your voice as to the potential administrative impact that the study recommendations might have on your school district, your schools, and the professionals working in them.
Nancy Latini, ODE
Cathy Paine, Design Lab
Dollars & Sense: State/Federal Special Education Fiscal Requirements for 2011-2012
This session will focus on the major state and federal fiscal requirements for Special Education in the 2011-12 school year. Topic areas include significant changes since 2009-10, state and local maintenance-of-effort, IDEA Part B, Section 611 & 619 funds, EGMS claim verification process, final ARRA-IDEA reporting, 2011 Legislative changes impacting Special Education funding, the OSL&P Fiscal Calendar, and the ODE Special Education Funding webpage.
Steve Smith, ODE
Michael Wiltfong, ODE
Breaking the Conflict Logjam: Getting Upstream of Disputes
Disputes in special education are a financial and emotional drain on educators and parents alike. We have recently completed research on factors creating conflict in special education and have also identified strategies for preventing or reducing conflict. Come hear what the drivers of these disputes are in Oregon and participate in a discussion about how to minimize the likelihood of conflict escalation. We are also interested in hearing from you about what would be useful focuses of state-sponsored training to build competencies for reducing conflicts between educators and parents of children with disabilities.
Karen Hannan, Consultant
Steve Woodcock, ODE
Cohort Graduation Data
This session will review the four-year and five-year cohort graduation rates now produced by ODE. We shall review the process used to calculate the cohort rates and policy regarding students with disabilities. We shall also review the last two years of state-level data, and how cohort rates affect school accountability, especially for the students with disabilities subgroup.
Jon Wiens, ODE
Greg Houser, ODE
From Sports Concussions to Special Education:
Creating a School-Wide System Continuum of Support for Students with Traumatic Brain Injury
Come to this session to learn about setting up a system of care, to see data from the Redmond pilot study, to learn about timelines for returning to academics following concussion, to understand when to refer for 504 and special education, to learn about TBI Assessment and Eligibility, to hear about the Sports Concussion Manual and forms, and to hear about supports in Oregon for students with TBI.
Sue Hayes, High Desert ESD
Patricia Sublette, Teaching Research Institute
Cathy Thomas, Teaching Research Institute
State Children’s Wraparound and Practical Applications for Education
Come to this session to learn about the Systems of Care values and principles and how they inform service and support planning in the Wraparound Model. Hear about the implementation of wraparound at InterMountain ESD, in Rogue Valley, Mid- Valley, and Washington County.
Terri Dickens, InterMountain ESD
Bill Bouska, Oregon Health Authority
Cherisse Loop, ODE
PBIS Tier II Supports in High School
This presentation will focus on tiered behavioral, academic, and social supports in high school. Components of this presentation include a brief review of problem behavior in high schools; a discussion of commonly used strategies that have been shown to be ineffective; an overview of a tiered systems framework, focusing specifically on the role of the administrator; an introduction of the High School Behavior Education Program; and exemplars from recent work in high schools.
Jessica Swain-Bradway, University of Oregon
Chris Pinkney, University of Oregon
Enhancing the Future of Autism Spectrum Disorder Services:
Specialized Licensure, Comprehensive Program Guidelines, Self Assessment, and More…
This session will discuss the new specialized license for ASD Specialists in development with TSPC, and the roll out of the manual, "Oregon Education Guidelines for Autism Spectrum Disorders", which includes a Self Assessment for EI/ECSE, Districts, and ESDs, and a Student Rubric. The Guidelines address the development of comprehensive program for learners with ASD established in research. Programs from around the state will be piloting the Self Assessment this year.
Autism Commission Members:
Marilyn Gense, Sharon Lohse, Susan Gartland, Mickey Pardew
RTI and SLD Eligibility Decision Making: An Introduction for Districts Considering Using an RTI Approach
Current special education law recognizes the critical importance of proving effective instruction and monitoring student outcomes when considering whether a student may have a learning disability, and requires that LEAs document that this has occurred regardless of which method of evaluation procedure is employed. In addition to being an effective and valid method of determining SLD eligibility, a well implemented system of RTI has the added benefit of ensuring that effective instruction that is matched to individual student need is provided for all students. This workshop is intended for districts that are considering using RTI for SLD eligibility decisions and would like a brief overview of requirements. A best-practices model will be outlined and the critical features of a comprehensive RTI system will be discussed. Attendees will gain a better understanding of essential RTI components and will be better equipped to evaluate their districts’ readiness for using RTI for eligibility decision making.
David Putnam, OrRTI
Jon Potter, OrRTI
Lessons Learned: Effective Behavioral and Instructional Support Systems (EBISS) and Next Steps
Come to this session to learn about the accomplishments of the State Personnel Development Grant (SPDG) work on EBISS during its four- year-implementation. 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.
Erin Chaparro, University of Oregon
Martha Buenrostro, ODE
Dianna Carrizales-Engelmann, ODE
Special Education for Parentally Placed Private School Students
Is a private school operating in your school district? Are any of its students eligible for special education services? Must the district provide special education services to every eligible student? May the district restrict the special education services it provides? How do services differ if the district, rather than the parent, places the student in a private school? This session presents current information related to parentally placed private school students, including the April 2011 guidance issued by the U.S. Department of Education.
Rae Ann Ray, ODE
Contacts
- Catherine Heaton
(503) 947-5714
Special Education Monitoring, Systems, & Outcomes - Project Specialist
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