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Breakout Sessions

  • Accommodations for Students with Disabilities and CTE
  • Administrators' Conversations w/ODE
  • Autism Spectrum Disorder (ASD): Evaluation Process and Criteria
  • Bridging the Digital Divide with Accessible Communication
  • Building District/School Capacity for Specific Learning Disability (SLD) Decision Making Using RTI
  • Bullying Prevention and Early Intervention strategies: An Upstream Approach to Creating Safe Schools
  • CIPs, CAPs, and CPs: Aligning District Plans for Continuous Improvement Within the Oregon Integrated Systems (ORIS) Framework
  • Creating and Implementing a District Wide MTSS for Behavior based on the RTI model
  • Creating Mental Health Awareness and Avoiding Crisis: A Mental Health First Aid Approach in Schools
  • Determining Difference from Disability: A Culturally Responsive Approach
  • Developmental Delay Eligibility in School Age Special Education
  • District and School Improvement under ESSA
  • Early Screening for Risk Factors of Dyslexia
  • English Learner Students with Disabilities CAN Exit as English Proficient --- Here's How!!!!
  • ESSA: Educational Stability for Students Experiencing Foster Care
  • Evidence-based Methods for Teaching Children and Youth with Autism
  • General Supervision 101: District Performance, Review, and Improvement
  • High-Quality IEPs for Students Who Are English Learners and Eligible for Special Education Services
  • Imagine at Work: Creating a Culture of Innovation
  • Improving Child Abuse Reporting: Oregon's Centralized Child Safety Hotline
  • Improving Transition Services With What We Learned from Former Students and Families
  • Inclusion: Theory and Practice
  • Inclusive Kindergarten Training - A Regional Approach for District Teams
  • Interagency Collaboration for Transition Aged Youth- State/Regional Partnerships
  • Legal Update - 2017-2018
  • Making Grade Level Content Accessible for Students With Cognitive Disabilities
  • Making it Work in Public Charter Schools
  • Medicaid Billing in Education: A Pilot Project and Future Opportunities.
  • Multnomah Transition Specialist Consortium
  • New Legislation Regarding FBA and BIP: Best Practices and Implementation Resources
  • New Standards for English Learners with Significant Cognitive Disabilities
  • ODE Legislative Update
  • ODE Medicaid Pilot Project - School District Cohort Meeting
  • Oregon Vocational Rehabilitation: Serving Transition Aged Youth
  • Oregon’s Alternate (“Extended”) Assessment: Update
  • Restraint & Seclusion Policy to Practice: Dispelling Myths and Discussing Facts
  • School Health Services: The Complex and Vital Role of School Nurses
  • Section 504, the ADA (Title II) & Students with Disabilities in Public Schools: Lessons Learned
  • Sex Ed in Oregon: The Why, What, and How
  • Significant Disproportionality: A Standard Approach for All and Impact on Districts (Updates)
  • Special Ed Directors Share Innovations for Positive Change
  • Special Education in Virtual Schools
  • Special Education Post-School Outcomes and Career and Technical Education (CTE)
  • Statewide Exploration of Trauma-Informed Efforts in Oregon Schools
  • Strategies and Lessons Learned from Long-Term-Care-Treatment Programs
  • Student Wellbeing Begins with Teacher and Staff Wellbeing
  • Teachers' Conversations w/ODE
  • Transforming Teacher Preparation Through High Leverage Practices
  • Transition Resource Handbook is here for 2018-19
  • Transition Services for youth with Oregon Commission for the Blind & Vocational Rehabilitation
  • Using RTI to Determine Initial Specific Learning Disability Eligibility 
  • Utilizing High Leverage Instructional Practices in Academically Inclusive Classrooms
  • Who are "Potential English Learners" and How can I implement this in my district?
  • Yes Means Yes: Supporting Equitable Student Success by Preventing and Responding to Sexual Harassment
  • Your FBA is a Fantasy: Creating Trauma-Informed, Brain-Based, Skill-Focused FBA's & BSP's that Improve Emotional/Behavioral Functioning and Academic Performance